grades 3-8

Science, Life Skills and Innovations in American Automobile Racing Racing in America Educator DigiKit

Transportation in America overview contents

2 Overview 36 Lesson 3 57 Lesson 5 Scientific concepts such as Newton’s laws, inertia, momentum, Forces Involved in Automobile Racing Ground Effects, Innovations and Safety forces, Bernoulli’s principle, centripetal force, kinetic and poten- in Automobile Racing tial energy, heat energy, electrical energy and changes of energy 5 Teacher Guide 40 Background Information Sheet are much easier to understand when illustrated with exciting, for Students #3A: 60 Background Information Sheet 6 Glossary real-world examples. The Science, Life Skills and Innovations in Forces Involved in Auto Racing for Students #5A: American Automobile Racing Educator DigiKit does just that. 8 Timelines 43 Student Activity Sheet #3B: Ground Effects, Innovations and Using The Henry Ford’s collections, including digitized artifacts 10 Context-Setting Activities Forces Safety in Automobile Racing

and oral history interviews with famous racecar drivers, engineers 11 Bibliography 45 Answer Key #3B: Forces 63 Student Activity Sheet #5B: and innovators, you and your students will explore “How are Ground Effects, Innovations and 12 Connections to National Safety in Automobile Racing science concepts demonstrated by auto racing? How do innovations and Michigan Standards 46 Lesson 4 65 Answer Key #5B: in auto racing make use of science concepts?” and Expectations Motion and Energy in Automobile Racing Ground Effects, Innovations and This Educator DigiKit is divided into two sections: 19 Field Trip Learning Safety in Automobile Racing Enhancements 48 Background Information Sheet a Teacher Guide and a Unit Plan. for Students #4A: Motion and Energy in Automobile Racing 67 Supplemental Resources The Teacher Guide section includes resources to complement the 21 Unit Plan 51 Student Activity Sheet #4B: Unit Plan. You will find a Glossary, a Timeline, Context-Setting 68 Culminating Projects Distance, Velocity and activities, a Bibliography, curriculum links, and curriculum-sup- 22 Unit Plan Overview Acceleration (Grades 4-5) 69 Extension Activities porting field trip suggestions. 53 Student Activity Sheet #4C: 70 Student Activity Sheet #6: The Unit Plan section follows the Teacher Guide and includes les- Distance, Velocity and Review/Assessment Questions 25 Lesson 1 son plans, student handouts, answer keys, culminating project ideas, Acceleration (Grades 6-8) Life Skills and Automobile Racing 73 Answer Key #6: extension activities, and review and assessment questions. Many of 55 Answer Key #4B/C: Review/Assessment Questions Distance, Velocity mission statement the lessons include use of digitized artifacts from the collections of and Acceleration The Henry Ford provides unique edu- The Henry Ford which can be accessed through the hyperlinks in 27 Lesson 2 (Grades 4-5/Grades 6-8) cational experiences based on authentic the Unit Plan or at our website, TheHenryFord.org/education. If Newton’s Three Laws and Racing objects, stories and lives from America’s you cannot incorporate the whole unit into your schedule, use the traditions of ingenuity, resourcefulness lessons or activities most relevant to your needs. 29 Background Information Sheet for Students #2A: Newton’s and innovation. Our purpose is to inspire This Educator DigiKit promotes educational use of The Henry Three Laws and Racing people to learn from these traditions to help shape a better future. Ford’s extensive “Transportation in American Life” collections. 32 Student Activity Sheet #2B: These lesson plans have been created for a wide range of ages, abilities, and Newton’s Three Laws We hope you and your students will find these resources engaging background levels. Teachers are encourage to use them as appropriate by scaling and relevant. 34 Answer Key #2B: Newton’s activities up or down to best meet students’ needs. Contents Copyright © 2010. Educator DigiKit can only be reproduced in part or as a Three Laws whole, by educators for classroom use. Any other form of reproduction needs written ap- These resources made possible, in part, by the generous funding Please refer to the online version of the Educator DigiKits for the most updated links to digital artifacts. proval of The Henry Ford. Direct all such inquiries to [email protected] of the Ford Foundation.

2 Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit 3 teacher guide | for grades 3-8

4 Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit 5 Glossary Glossary Continued

Acceleration Centripetal force Friction Potential energy Speed Watt The rate at which an object’s A force toward the center that makes The opposing force between two Energy due to position; stored The distance an object travels A measurement of power. One watt velocity changes; a = Δ v/ Δ t. an object move in a circle rather than objects that are in contact with energy, or the ability to do work. divided by the time it takes to is 1 joule of work per 1 second. in a straight line. and moving against each other. travel the distance. Acceleration due to gravity Power Weight The downward acceleration of Conversion Gravity Rate of doing work, or work Thermal energy The force of gravity pulling on an an object due to the gravitational Changing from one set of units The natural pull of the earth divided by time. Heat energy. object; weight equals mass times attraction between the object and to another, such as from miles on an object. the acceleration due to gravity. the earth or other large body. per hour to meters per second. Pressure Tradeoff Ground effects Force divided by area. A term that describes how an im- Work Aerodynamics Displacement The effects from aerodynamic provement made in one area might The force on an object times The way the shape of an object The distance and the direction that designs on the underside of a Relative motion decrease effectiveness in another area. the distance through which the affects the flow of air over, around an object moves from the origin. racecar, which create a vacuum. The comparison of the movement object moves as the work is or under it. of one object with the movement Velocity converted to either potential Distance Inertia of another object. The speed of an object, including its energy or kinetic energy. Airfoil The change of position from one An object’s tendency to resist direction. Velocity = change in A wing-like device on a racecar point to another. any changes in motion. Roll bar distance over time, or v = Δ d/ Δ t. that creates downforce as the air A heavy metal tube or bar wrapped flows over it. Downforce Joule over the driver in racecars; the roll Venturi effect An aerodynamic force on a car The unit of measurement for bar prevents the roof from crushing The effect produced by narrowing Air resistance that pushes it downward, resulting energy; 1 joule = the driver during a rollover. a passage of air as the air travels, The force created by air when in better traction. 1 kilogram-meter2/second2. causing an increase in the speed of it pushes back against an object’s Safety features the air, a drop in pressure and a force motion; air resistance on a car is Electrical energy Kinetic energy In an automobile, things that in the direction of the air passage. also called drag. Energy derived from electricity. Energy of motion. Kinetic energy = make the car safer or that make ½ mass * velocity2, or KE = ½ m v2. racing safer. Artifact Force A man-made object representing Any push or pull. Mass a specific time or culture. The amount of matter in an object. Frame of reference Bernoulli’s principle The coordinate system for specifying Momentum Air moving faster over the longer the precise location of the point or The combined mass and velocity path on a wing causes a decrease in frame to which motion is compared. of an object. Momentum = pressure, resulting in a force in the mass * velocity, or p = m * v. direction of the decrease in pressure. Continued…

6 Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide 7 Unit Plan Time Line Important Events in American Automobile Racing Unit Plan Time Line Continued 1895 The Duryea brothers enter the first American auto race as a way of testing and advertising Racecars their car. from the Collections of The Henry Ford National Events World Events 1902 The first top speed runs are held on the 1901 Ford “Sweepstakes” – Henry Ford’s first beach at Daytona Beach, Florida. 1903 The Wright Brothers make their 1899 The Boer War begins in South Africa. racecar, which gives him publicity that first successful flight. 1910 The first high-banked wooden speedway is helps him gain financing for his company. 1909 Robert Peary and Matthew Henson reach built at Playa Del Rey in Southern California. 1906 San Francisco experiences the the North Pole. 1902 Ford “999” – Henry Ford’s second race car, 1911 The first Indianapolis 500 Race is held. great earthquake first driven by Barney Oldfield, which gains 1914 World War I begins in Europe. more positive publicity for Henry Ford. 1947 Bill France organizes mechanics and drivers 1917 The United States enters World War I. 1917 Lenin leads the Bolshevik revolution in into the National Association for Stock Car 1906 Locomobile “Old 16” Vanderbilt Cup racecar, 1919 The 19th Amendment gives women Russia, laying the groundwork for the Auto Racing, called NASCAR. typical of pre-WW I race cars. the right to vote. Soviet Union. 1955 The National Hot Rod Association begins 1907 Ford “666”- the car that Henry Ford intends 1929 The U.S. stock market crashes; holding national championships for drag racing. 1939 World War II begins. to set land speed records – but it does not. the Great Depression begins. 1948 An assassin kills India’s Mahatma Gandhi. 1959 Daytona International Speedway opens 1959 - 1956 Chrysler 300, a real production car, or true The Vietnam War. in Florida as one of NASCAR’s most 1975 “stock car,” sponsored by Karl Kiekhaeffer. 1969 Neil Armstrong sets foot on the moon. popular races. 1967 Detroit experiences civil unrest. 1959 Willys “Gasser,” one of the most successful 1994 Nelson Mandela is elected as the first black 1960s Paved tracks take over in popularity drag-race cars of all time, converted into 1982 Honda begins car production in from dirt race tracks. South African President; apartheid ends dragster and driven by George Montgomery. the United States. 1960s Television cameras begin to follow auto 2002 The Euro becomes the cash currency 1960 Slingshot drag racer, in which the driver racing, covering the Indianapolis 500 as 2001 Terrorists hijack passenger planes, crashing for 12 European nations. actually sits behind the rear wheels, like a well as NASCAR events. them in New York City, Washington, DC, rock in a slingshot. and Pennsylvania. 1970 The Indy 500 begins drawing heavy sponsorship 1965 Goldenrod, a streamlined racer that sets a from auto-related products, such as spark plugs land speed record of 409.277 mph. and oil, as well as non-auto-related firms like 1967 Ford Mark IV racecar, driven by Dan Gurney and Proctor & Gamble (the makers of Tide) and A. J. Foyt, which wins the 24 Hours of Le Mans. Dean Van Lines.

1984 March 84C Cosworth Indianapolis racecar, 1977 Janet Guthrie is the first woman to qualify driven by Tom Sneva; a typical Indianapolis at the Indianapolis 500. racecar of the 1980s, it has wings to keep it 1992 Lyn St. James becomes the first woman to win on the ground Indianapolis 500 Rookie of the Year honors. 1987 Ford Thunderbird, a typical NASCAR stock 2001 Dale Earnhart’s death at the 2001 Daytona car driven by Bill Elliott, has only a passing 500 shocks NASCAR and leads to its adoption resemblance to street cars. of numerous safety devices.

8the henryford.org Science, Life Skills and Innovations in American AutomobileScience, Racing Life | SkillsTeacher and Guide Innovations in American Automobile Racing |the Teacherhenryford.org Guide/education 8 9the henryford.org Science,/education Life Skills and Innovations in American AutomobileScience, Racing Life | SkillsTeacher and Guide Innovations in American Automobile Racing | Teacherthe Guidehenryford.org 9 Context-Setting Activities Bibliography

These activities are excellent ways to prepare and excite The Future of Automobiles Print Schafer, A. R. The History of NASCAR oninnovation.com your students for the Science, Life Skills and Innovations Racing. New York: Capstone Press, 2005. Oral histories, digitized artifacts, stories, Ask the students to describe what they think will be the Bentley, Ross. Speed Secrets: Professional in American Automobile Racing unit or for a visit to and content from some of today’s most future of the automobile in 5, 10 or 20 years. The students Race Driving Techniques. Minneapolis: Stewart, Mark. Auto Racing: A History The Henry Ford. visionary thinkers and doers about should consider what size cars might be in the future, what Motorbooks, 1998. of Cars and Fearless Drivers. London: what thinking and working like an safety features might be added, what systems such as GPS Franklin Watts, 2009. Casey, Robert. The Model T: A Centen- innovator really means. Safety in Automobiles systems or guidance systems might be available and what nial History. Baltimore: Johns Hopkins fuel cars might use. Ask the students to list at least 5 items in their family car Press, 2008. that ensure a safe ride. Give a prize or extra credit to the stu- Online Teacher Resources daytonainternationalspeedway.com dent who comes up with the least-obvious feature. Have the Safety and Car Accidents Dooling, Michael. The Great The official website for the Daytona students write their lists on the board. Discuss when each Horseless Carriage Race. New York: 500 NASCAR race track. Ask the students if they have ever been in an automobile particular safety feature was first added to a passenger car. Holiday House, 2002. thehenryford.org accident. Have them think about and describe how science Ask the students if they know of any safety features that are The official website of indianapolismotorspeedway.com and technology play a role in protecting them in such ac- Earnhardt, Dale and Jade Gurss. no longer used because they have been replaced by some- The Henry Ford. The official website of the Indianapolis cidents. Discuss what physics concepts might be involved in Driver #8. New York: thing newer or perhaps less expensive. 500 Motor Speedway in Indianapolis, automobile accidents. Warner Books, 2002. petroleummuseum.org Indiana. Kulling, Monica. Eat My Dust! Henry The website of the Chaparral Gallery at Ford’s First Race. New York: Random the Permian Basin Petroleum Museum mispeedway.com House Books for Young Readers, 2002. in Midland, Texas. Many innovations in The official website of the Martin, Mark. NASCAR for Dummies. automobile racing throughout history Michigan International Speedway Hoboken, NJ: Wiley Publishing, 2009. are on display at this museum and its in Brooklyn, Michigan. website, which includes web pages for Mattern, Joanne. Behind Every Great Jim Hall’s Chaparral Racing Cars. americanhistory.si.edu/onthemove/ Driver: Stock Car Teams. Danbury, CT: themes/story_66_1.html Children’s Press, 2007. nascar.com Website on American Racing: Johnstone, Michael. NASCAR. New The official website of NASCAR A Diversity of Innovation, a theme York: Lerner Publishing, 2002. racing. This site gives the history of within the Smithsonian’s America On the Move exhibition. Offinowski, Stuart and Paul Offinowski. stock-car racing and of drivers of the Around the Track: Race Cars Then and past and present, and it updates all the Now. New York: Benchmark Books, current NASCAR races and standings. nhra.com 1997. The official website of the National Hot Rod Association. Patrick, Danica and Laura Morton.

Danica: Crossing the Line. New York: indycar.com Fireside, 2007. The official website of the Indy Racing League.

10 Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide 11 Connections to National and Michigan S.RS.04.11 P.FM.05.34 P.EN.06.11 National Science Demonstrate scientific concepts Relate the size of change in motion Identify kinetic energy and potential Standards and Expectations through various illustrations, to the strength of unbalanced forces energy in everyday situations. Education Standards performances, models, exhibits, and the mass of the object. Michigan Grade Level Content Expectations and activities. S.RS.07.16 The Science, Life Skills and Innovations in American Automobile Racing unit plans P.FM.05.41 Design solutions to problems Science as Inquiry Standards meet Michigan Grade Level Content Expectations for grades 3-8. However, grade 3 S.RS.04.16 Explain the motion of an object using technology. – Abilities necessary to do teachers should consider introducing the lessons’ concepts rather than assigning Identify technology used in relative to its point of reference. scientific inquiry activity sheets, depending on students’ background knowledge. everyday life. S.RS.07.19 – Understanding about P.FM.05.42 Describe how science and technol- scientific inquiry S.RS.04.17 Describe the motion of an object in ogy have been advanced because Identify current problems that terms of distance, time, and direction, of the contributions of many Physics Science Standards Science P.FM.03.37 may be solved through the use as the object moves, and in relation- people throughout history and Demonstrate how the change in of technology. ship to other objects. across cultures. – Properties and changes of motion of an object is related to the properties in matter S.RS.03.11 strength of the force acting upon the S.RS.05.15 P.FM.05.43 A.PA.06.01 – Motion and forces Demonstrate scientific concepts object and to the mass of the object. Demonstrate scientific concepts Illustrated how motion can be Solve problems involving rates, – Transfer of energy through various illustrations, per- through various illustrations, represented on a graph. including speed, e.g., if a car is formances, models, exhibits, and P.FM.O3.38 performances, models, exhibits, going 50 mph, how far will it Science and Technology Standards activities. Demonstrate when an object does and activities. S.RS.06.15 go in 3 ½ hours? – Abilities of technology not move in response to a force, it is Describe what happens when two – Understanding about science S.RS.03.16 because another force is acting on it. S.RS.05.16 forces act on an object in the same N.FL.07.03 Identify technology used in Design solutions to problems or opposing directions. Calculate rates of change and technology everyday life. P.FM.03.41 using technology. including speed. Science in Personal Compare and contrast the motion S.RS.06.16 S.RS.03.17 of objects in terms of direction. P.FM.05.31 Design solutions to problems and Social Perspectives Identify current problems that Describe what happens when two using technology. – Science and technology in society may be solved through the use P.FM.03.42 forces act on an object in the same of technology. Identify changes in motion or opposing directions. S.RS.06.19 History and Nature of Scientific Endeavors Describe how science and P.FM.3.35 P.FM.03.43 P.FM.05.32 technology have advanced because – Science as a human endeavor Describe how a push or a pull Calculate the speed of an object Describe how constant motion is the of the contributions of many – Historical perspective is a force. based on the distance it travels result of balanced (zero net) forces. people throughout history and – Nature of scientific knowledge divided by the amount of time across cultures. P.FM.3.36 it took to travel that distance. P.FM.05.33 Relate a change in motion of an Describe how changes in the motion object to the force that caused the of objects are caused by a nonzero change of motion. net (unbalanced) force.

12 Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide 13 Lesson 1 Lesson 2 Newton’s Three Laws and Racing Life Skills and Automobile Racing Michigan Grade Level Content Expectations Michigan Grade Level Content Expectations

Science S.RS.04.11 P.FM.05.34 Science S.RS.04.11 P.FM.05.34 Demonstrate scientific concepts Relate the size of change in motion Demonstrate scientific concepts Relate the size of change in motion through various illustrations, to the strength of unbalanced forces through various illustrations, to the strength of unbalanced forces S.RS.03.17 performances, models, exhibits, and the mass of the object. S.RS.03.17 performances, models, exhibits, and the mass of the object. Identify current problems that and activities. Identify current problems that and activities. may be solved through the use P.FM.05.42 may be solved through the use P.FM.05.42 of technology S.RS.04.16 Describe the motion of an object in of technology. S.RS.04.16 Describe the motion of an object Identify technology used in terms of distance, time, and direction, Identify technology used in in terms of distance, time, and P.FM.3.35 everyday life. as the object moves, and in relation- P.FM.3.35 everyday life. direction, as the object moves, and Describe how a push or a pull ship to other objects. Describe how a push or a pull in relationship to other objects. is a force. S.RS.05.15 is a force. S.RS.05.15 Demonstrate scientific concepts S.RS.06.15 Demonstrate scientific concepts S.RS.06.15 P.FM.3.36 through various illustrations, Describe what happens when two P.FM.3.36 through various illustrations, Describe what happens when two Relate a change in motion of an performances, models, exhibits, forces act on an object in the same Relate a change in motion of an performances, models, exhibits, forces act on an object in the same object to the force that caused the and activities. or opposing directions. object to the force that caused the and activities. or opposing directions. change of motion. change of motion.

P.FM.05.31 S.RS.07.19 P.FM.05.31 S.RS.06.19 P.FM.03.37 Describe what happens when two Describe how science and technol- P.FM.03.37 Describe what happens when two Describe how science and Demonstrate how the change in forces act on an object in the same ogy have been advanced because Demonstrate how the change in forces act on an object in the same technology have advanced motion of an object is related to the or opposing directions. of the contributions of many motion of an object is related to the or opposing directions. because of the contributions strength of the force acting upon the people throughout history and strength of the force acting upon the of many people throughout object and to the mass of the object. P.FM.05.32 across cultures. object and to the mass of the object. P.FM.05.32 history and across cultures. Describe how constant motion is the Describe how constant motion is the P.FM.O3.38 result of balanced (zero net) forces. P.FM.O3.38 result of balanced (zero net) forces. S.RS.07.19 Demonstrate when an object does Demonstrate when an object does Describe how science and technol- not move in response to a force, it is P.FM.05.33 not move in response to a force, it is P.FM.05.33 ogy have been advanced because because another force is acting on it. Describe how changes in the motion because another force is acting on it. Describe how changes in the motion of the contributions of many of objects are caused by a nonzero of objects are caused by a nonzero people throughout history and P.FM.03.42 net (unbalanced) force. P.FM.03.42 net (unbalanced) force. across cultures. Identify changes in motion Identify changes in motion.

14 Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide 15 Lesson 3 Forces Involved in Automobile Racing Lesson 4 Motion and Energy in Automobile Racing Michigan Grade Level Content Expectations Michigan Grade Level Content Expectations

Science P.FM.03.42 P.FM.05.42 Science P.FM.03.43 P.FM.05.41 Identify changes in motion Describe the motion of an object in Calculate the speed of an object Explain the motion of an object terms of distance, time, and direction, based on the distance it travels relative to its point of reference. S.RS.03.17 S.RS.03.11 S.RS.04.16 as the object moves, and in relation- divided by the amount of time Identify current problems that Demonstrate scientific concepts Identify technology used in ship to other objects. it took to travel that distance. P.FM.05.42 through various illustrations, everyday life. may be solved through the use Describe the motion of an object in of technology. performances, models, exhibits, S.RS.06.15 S.RS.04.16 terms of distance, time, and direction, and activities. S.RS.04.17 Describe what happens when two Identify technology used in as the object moves, and in relation- Identify current problems that forces act on an object in the same P.FM.3.35 everyday life. ship to other objects. Describe how a push or a pull S.RS.03.17 may be solved through the use or opposing directions. Identify current problems that of technology. is a force. S.RS.04.17 P.FM.05.43 may be solved through the use S.RS.06.19 Identify current problems that Illustrated how motion can be P.FM.3.36 of technology P.FM.05.31 Describe how science and may be solved through the use represented on a graph. Relate a change in motion of an Describe what happens when two technology have advanced of technology. object to the force that caused the P.FM.3.35 forces act on an object in the same because of the contributions S.RS.06.15 change of motion. Describe how a push or a pull or opposing directions. of many people throughout P.FM.05.31 Describe what happens when two is a force. history and across cultures. Describe what happens when two forces act on an object in the same P.FM.03.37 P.FM.05.32 forces act on an object in the same or opposing directions. Demonstrate how the change in P.FM.3.36 Describe how constant motion is the S.RS.07.19 or opposing directions. motion of an object is related to the Relate a change in motion of an result of balanced (zero net) forces. Describe how science and P.EN.06.11 strength of the force acting upon the object to the force that caused the technology have advanced P.FM.05.32 Identify kinetic energy and potential object and to the mass of the object. change of motion. P.FM.05.33 because of the contributions Describe how constant motion is the energy in everyday situations. Describe how changes in the motion of many people throughout result of balanced (zero net) forces. P.FM.O3.38 P.FM.03.37 of objects are caused by a nonzero history and across cultures. A.PA.06.01 Demonstrate how the change in net (unbalanced) force. Demonstrate when an object does P.FM.05.33 Solve problems involving rates, not move in response to a force, it is motion of an object is related to the N.FL.07.03 Describe how changes in the motion including speed, e.g., if a car is going because another force is acting on it. strength of the force acting upon the P.FM.05.34 Calculate rates of change of objects are caused by a nonzero 50 mph, how far will it go in 3 ½ object and to the mass of the object. Relate the size of change in motion including speed. net (unbalanced) force. hours? to the strength of unbalanced forces P.FM.03.41 P.FM.O3.38 and the mass of the object. Compare and contrast the motion of P.FM.05.34 N.FL.07.03 Demonstrate when an object does objects in terms of direction. Relate the size of change in motion Calculate rates of change not move in response to a force, it is to the strength of unbalanced forces including speed. because another force is acting on it. P.FM.03.42 and the mass of the object. Identify changes in motion.

16 Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide 17 Lesson 5 Ground Effects, Innovations and Safety in Automobile Racing Field Trip Learning Enhancements Michigan Grade Level Content Expectations Classes are encouraged to take field trips suggested by the websites that follow, in order to learn about physics, engineering and technology:

The Henry Ford NASCAR Hall of Fame 20900 Oakwood Blvd 501 S College St. Science S.RS.04.11 S.RS.06.19 Dearborn, MI 48124-4088 Charlotte, NC 28202 Demonstrate scientific concepts Describe how science and thehenryford.org nascarhall.com through various illustrations, technology have advanced S.RS.03.11 performances, models, exhibits, because of the contributions Detroit Science Center Daytona International Speedway Demonstrate scientific concepts and activities. of many people throughout 5020 John R St. 1801 W. International Speedway Blvd. through various illustrations, history and across cultures. Detroit, MI 48202-4045 Daytona Beach, FL 32114 performances, models, exhibits, S.RS.04.16 detroitsciencecenter.org daytonainternationalspeedway.com and activities. Identify technology used in S.RS.07.16 everyday life. Design solutions to problems Roush Fenway Racing Museum Michigan International Speedway S.RS.03.16 using technology. 4600 Roush Place NW 12626 US Highway 12 Identify technology used in S.RS.04.17 Concord, NC 28027 Brooklyn, MI 49230 everyday life. Identify current problems that S.RS.07.19 roushfenwaycorporate.com/Museum mispeedway.com may be solved through the use Describe how science and S.RS.03.17 of technology. technology have been advanced Chaparral Gallery of the Identify current problems that because of the contributions Permian Basin Petroleum Museum may be solved through the use S.RS.05.15 of many people throughout 1500 Interstate 20 West of technology Demonstrate scientific concepts history and across cultures. Midland, TX 79701 through various illustrations, petroleummuseum.org P.FM.3.36 performances, models, exhibits, Relate a change in motion of an and activities. object to the force that caused

the change of motion. S.RS.05.16 Design solutions to problems P.FM.03.37 using technology. Demonstrate how the change in

motion of an object is related to the P.FM.05.41 strength of the force acting upon the Explain the motion of an object object and to the mass of the object. relative to its point of reference.

P.FM.03.41 S.RS.06.16 Compare and contrast the motion Design solutions to problems of objects in terms of direction. using technology.

18 Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide 19 unit plan | for grades 3-8

20 Science, Life Skills and Innovations in American Automobile Racing | Teacher Guide thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit 21 Science, Life Skills and Innovations in American Automobile Racing Unit Plan Overview Continued Unit Plan Overview

Overarching Question Key Concepts Continued Lesson 2 Duration 5-10 class periods – Buck & Thompson Class D – March 84C Race Car, 1984 Newton’s Three Laws and Racing Slingshot Dragster, 1960 (cockpit view ID# 69363) How are science concepts dem- – Downforce (45 minutes each) ID# THF36041 – Willys Gasser, 1958 onstrated by auto racing? How do – Gravity – Newton’s three laws of – Lesson Plans: 5 class periods innovations in auto racing make use motion – the law of inertia, – Race Car, “999” Built by Henry (front view ID# THF69394) – Trade-offs – Culminating Project: Ford, 1902 ID# THF70568 of science concepts? F=ma and action and reaction – 1-5 class periods, depending on the – Ford Thunderbird NASCAR – Bernoulli’s principle can be illustrated with examples project chosen – Damaged Race Car After a Winston Cup Race Car Driven – Kinetic energy from automobile racing. Key Concepts Racing Accident, 1905-1915 by Bill Elliott, 1987 – Potential energy ID# THF12446 (aerial view ID# THF69260) – Passion Lesson 3 Digitized Artifacts – Power – Start of the Indianapolis 500 – Finding your fit Forces Involved in Automobile Racing from the Collections of The Henry Ford – Thermal energy Race, 1937 ID# THF68313 – Self-confidence – Forces can be illustrated with ex- Lesson 3 – Barber-Warnock Special Race – Venturi effect Lesson 2 – Learning from mistakes amples from automobile racing. Forces Involved in Automobile Racing Car in Pit at Indianapolis Motor – Watt Newton’s Three Laws and Racing – Teamwork – Soap Box Derby Car, 1939 Speedway, 1924 ID# THF68329 – Weight Lesson 4 – Willys Gasser, 1958 (side view – Organization ID# THF69252 – Henry Ford Driving the 999 Race Motion and Energy in ID# THF69391) – Work Car Against Harkness Race Car – Education – Official Start of First NHRA Automobile Racing – Lyn St. James Suited Up in – Airfoil Drag Racing Meet, Great Bend, at Grosse Pointe Racetrack, – Learn by doing – Velocity, acceleration, forces, work Racecar, Giving a “Thumbs-Up”, – Ground effect Kansas, 1955 ID# THF34472 1903 ID# THF23024 – Artifact and energy can be illustrated with 2008 ID# THF58671 – Pressure – Three Men Pushing a Barber- examples from automobile racing. – Start of the Indianapolis 500 – Acceleration Warnock Special Racecar Off – Roll bar Race, 1937 ID# THF68313 – Air resistance the Track at Indianapolis Motor Lesson 4 – Safety features Lesson 5 – Three Men Pushing a Barber- – Force Speedway, probably 1924 Motion and Energy in Ground Effects, Innovations and Warnock Special Racecar Off ID# THF68328 Automobile Racing – Friction Safety in Automobile Racing the Track at Indianapolis Motor Lessons and Main Ideas – Composite Image Depicting – Willys Gasser, 1958 – Inertia Speedway, probably 1924 – Science, physics and engineering Henry Ford and Spider Huff (engine view ID# THF69399) – Mass ID# THF68328 Lesson 1 principles help explain ground Driving the Sweepstakes Racer (side view ID# THF69391) – Momentum effects and safety innovations in – Official Start of First NHRA Life Skills and Automobile Racing at Grosse Pointe Racetrack, – March 84C Race Car, 1984 automobile racing. Drag Racing Meet, Great Bend, – Relative motion – The skills required to succeed in 1901 ID# THF24696 (aerial view ID# THF69371) Kansas, 1955 ID# THF34472 – Speed automobile racing are also helpful – Buck & Thompson Class D – Ford Thunderbird NASCAR Win- – March 84C Race Car, 1984 Slingshot Dragster, 1960 – Aerodynamics general life skills. ston Cup Race Car Driven by (cockpit view ID# THF69363) ID# THF36041 – Air resistance Bill Elliott, 1987 ID# THF69258 – Ford Thunderbird NASCAR – Damaged Race Car After a (aerial view ID# THF69260) – Velocity Continued… Winston Cup Race Car Driven by Racing Accident, 1905-1915 – Centripetal force Bill Elliott, 1987 ID# THF69258 ID# THF12446

22 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 23 Unit Plan Overview Continued – Lyn St. James: – Answer Key #2B: Lesson 1 Learning from Mistakes Newton’s Three Laws

– Al Unser, Sr.: Teamwork – Background Information Life Skills and Automobile Racing Sheet for Students #3A: – Lyn St. James: Organization Forces Involved in Auto Racing – Summers Brothers “Goldenrod” – Jim Dilamarter: Education Main Idea Materials – Student Activity Sheet #3B: Land Speed Record Car, 1965 – Jim Hall: Learn by Doing Forces The skills required for success in automobile – Computer with access to the Internet; digital ID# THF37676 – Jim Hall: Safety Rules racing are also helpful general life skills. projector and screen (preferred); OR printed – Answer Key #3B: Forces – Official Start of First NHRA – Jim Hall: Engineer to Go Faster handouts of the digitized artifacts and descriptions Drag Racing Meet, Great Bend, – Background Information Sheet – Dan Gurney: Key concepts – Bulletin board Kansas, 1955 ID# THF34472 for Students #4A: Motion and – Construction paper and other materials for Innovations to Get More Force Energy in Automobile Racing – Passion decorating the bulletin board Lesson 5 – Bobby Unser: Getting More Force – Student Activity Sheet #4B: – Finding your fit from Better Tire Traction Distance, Velocity and Acceleration Ground Effects, Innovations and – Self-confidence Safety in Automobile Racing – Carroll Shelby: (Grades 4-5) Duration 1 class period (45 minutes) – Learning from mistakes Kinetic Energy and Brakes – March 84C Race Car, 1984 – Student Activity Sheet #4C: Distance, Velocity and Acceleration – Teamwork (aerial view ID# THF69371) – Jim Dilamarter: Getting Instructional Sequence – Organization (side view ID# THF69368) Downforce and Pushing Air (Grades 6-8) – Education – Willys Gasser, 1958 – Al Unser, Sr.: – Answer Key #4B and C: 1 Introduction The Need for Teamwork to Distance, Velocity and Acceleration – Learn by doing (front view ID# THF69394) To introduce the idea that we can learn life skills Successfully Innovate Ideas (Grades 4-5 and 6-8) – Ford Thunderbird NASCAR – Artifact from people involved in auto racing, ask students Winston Cup Race Car Driven – Background Information Sheet the following questions: by Bill Elliott, 1987 for Students #5A: Materials Racing Oral History Interviews – Have you seen an automobile race in (aerial view ID# THF69260) Ground Effects, Innovations and – Computer with access to the person or on television? Safety in Automobile Racing – Carroll Shelby: Passion – Henry Ford Driving the 999 Race Internet; digital projector and – Would you like to be a racecar driver, – Student Activity Sheet #5B: – Jim Dilamarter: Finding Your Fit Car Against Harkness at Grosse screen (preferred); OR printed engineer or mechanic? Why or why not? Ground Effects and Safety Pointe Racetrack, 1903 handouts of the digitized – Jim Hall: Self-Confidence Innovations in Automobile ID# THF23024 artifacts and descriptions – Lyn St. James: Learning from Mistakes 2 Using the Racing Oral History Interviews Racing – Start of the Indianapolis 500 – Bulletin board – Al Unser, Sr.: Teamwork Discuss with your class that being a successful race Race, 1937 ID# THF68313 – Answer Key #5B: – Construction paper and materials Ground Effects and Safety – Lyn St. James: Organization car driver, engineer or mechanic requires many of the – Lyn St. James Suited Up in for decorating the bulletin board Innovations in Automobile Racing – Jim Dilamarter: Education same skills that other jobs do. Show the Racing Oral Racecar, Giving a “Thumbs-Up”, History Interviews to find out what skills and qualities – Calculators – Culminating Projects – Jim Hall: Learn by Doing 2008 ID# THF58671 contributed to the success of these racers, engineers – Background Information Sheet – Extension Activities and mechanics. Ask students individually to choose an for Students #2A: – Student Activity Sheet #6: interview, explain how the quality inspiring the title Racing Oral History Interviews Newton’s Three Laws and Racing Review/Assessment Questions relates to automobile racing, and give an example of – Carroll Shelby: Passion – Student Activity Sheet #2B: – Answer Key #6: how they or others can demonstrate the quality. – Jim Dilamarter: Finding Your Fit Newton’s Three Laws Review/Assessment Questions – Jim Hall: Self-Confidence Continued…

24 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 25 Lesson 1 Life Skills and Automobile Racing Continued Lesson 2 Newton’s Three Laws and Racing

– Carroll Shelby: Passion 3 Encouraging Life Skills Main Idea – Official Start of First NHRA Drag Racing Meet, – Jim Dilamarter: Finding Your Fit To encourage students to develop the life skills discussed Newton’s three laws of motion – the law of inertia, Great Bend, Kansas, 1955 ID# THF34472 – Jim Hall: Self-Confidence in the interviews, create a bulletin board in your room F=ma and action and reaction – can be illustrated with – March 84C Race Car, 1984 with a headline for each skill. Define the word “artifact” examples from automobile racing. (cockpit view ID# THF69363) – Lyn St. James: Learning from Mistakes with students (see the Glossary in the Teacher Guide). – Ford Thunderbird NASCAR Winston Cup Race Car – Al Unser, Sr.: Teamwork Ask students to each bring in an artifact from their life Key Concepts Driven by Bill Elliott, 1987 ID# THF69258 – Lyn St. James: Organization that demonstrates one of these life skills. For example, – Buck & Thompson Class D Slingshot Dragster, a student might bring in a basketball if basketball is her – Acceleration – Jim Dilamarter: Education 1960 ID# THF36041 passion, or a student who has gotten poor grades in the – Air resistance – Jim Hall: Learn by Doing – Race Car, “999” Built by Henry Ford, 1902 past might bring an assignment that earned a good grade – Force ID# THF70568 as an example of learning from mistakes. Have students Tell students that in the upcoming lessons they will – Friction share their artifacts with the class. Then display the ar- – Damaged Race Car After a Racing Accident, be following in the footsteps of Jim Hall: they will be tifacts (take a picture of the student with the artifact or, – Inertia 1905-1915 ID# THF12446 learning science concepts and applying those concepts if possible, post the artifact itself) on the bulletin board – Mass to real-life situations in automobile racing. under the headline of the appropriate life skill. – Momentum Racing Oral History Interviews This activity will also familiarize the students with the – Relative motion – Jim Hall: Safety Rules idea of artifacts, which will be helpful as they work with – Speed – Jim Hall: Engineer to Go Faster digitized artifacts from the collections of The Henry Ford during this unit. – Velocity Materials Digitized Artifacts – Computers with access to the Internet; digital pro- from the Collections of The Henry Ford jector and screen (preferred) OR printed handouts of Background Information Sheet, Student Activity Sheet and digitized artifacts’ images and descriptions Lesson 2 Newton’s Three Laws and Racing – Background Information Sheet for Students #2A: – Willys Gasser, 1958 (side view ID# THF69391) Newton’s Three Laws and Racing – Lyn St. James Suited Up in Racecar, Giving – Student Activity Sheet #2B: Newton’s Three Laws a “Thumbs-Up”, 2008 ID# THF58671 – Answer Key #2B: Newton’s Three Laws – Start of the Indianapolis 500 Race, 1937 ID# THF68313

– Three Men Pushing a Barber-Warnock Special Duration 1-2 class periods (45 minutes each)

Racecar Off the Track at Indianapolis Motor Speedway, probably 1924 ID# THF68328 Continued…

26 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 27 Lesson 2 Newton’s Three Laws and Racing Background Information Sheet for Students 2A (page 1 of 3)

Lesson 2 Newton’s Three Laws and Racing Continued

Instructional Sequence – Buck & Thompson Class D Slingshot Dragster, 1960 ID# THF36041 Newton’s three laws 1 Looking for Laws of Motion in Automobile Racing Dragsters are designed to do one thing – cover a and Racing Distribute Background Information Sheet for Students quarter-mile from a standing start as quickly as possible. #2A: Newton’s Three Laws and Racing. If possible, This car contains no extra weight, nothing that does not contribute to that goal. This chassis was actually built access this sheet online so that students can view the Question for Analysis Momentum digitized artifacts embedded and hyperlinked in the from a kit, and the entire car was built and raced by two – What are Newton’s laws of motion? The combined mass and velocity of an object, young men from Rockford, Illinois – Bob Thompson Background Information Sheet. Instruct students to or mass times velocity. listen to the racing oral history interviews and examine and Sam Buck. – How do Newton’s laws of motion apply to automo- bile racing today? the digitized artifacts. (See the Background Information – Willys Gasser, 1958 (side view ID# THF69391) Safety features for Teachers section below for additional information Cars like this were enormously popular for drag racing In an automobile, things that make the car safer on the digitized artifacts.) in the 1950s and 1960s. In the 1930s Willys were small, Key Concepts or that make racing safer. Use the Background Information Sheet to review, lightweight economy cars with excellent acceleration read and discuss with students the questions for analysis, and were a favorite of drag racers. Acceleration Speed concepts, and information about Isaac Newton and his – Damaged Race Car After a Racing Accident, The rate at which an object’s velocity changes; The distance an object travels divided by the laws of motion as they apply to automobile racing. 1905-1915 ID# THF12446 a = Δ v/ Δ t. time it takes to travel the distance. Encourage students to make their own observations, Automobile racing has always been a dangerous Air resistance ask questions and offer other examples from life that sport for both drivers and fans. Sometimes things go Velocity illustrate Newton’s laws of motion. terribly wrong. Here, the car has crashed through the The force created by the air when it pushes The speed of an object, including its direction. fence when it continued in a somewhat straight line back against an object’s motion. 2 Background Information for Teachers instead of making the left-hand turn. Look back behind Weight Additional information on the digitized artifacts is the fence to see that the car did not make the curve. Force The force of gravity pulling on an object. Weight provided below to supplement what is offered on the This is an example of Newton’s first law. It could also Any push or pull. equals mass times the acceleration due to gravity. website and to assist your students in the completion of represent Newton’s second law, as there was not enough the Background Information Sheet and Student Activity force between the tires and the track to cause the car to Friction Background Worksheet. accelerate around the curve. The opposing force between two objects that are Isaac Newton was an English physicist and mathema- – March 84C Race Car, 1984 in contact with and moving against each other tician who lived from 1642 to 1727. He worked in (cockpit view ID# THF69363) Assessment Inertia many areas of physics, but he is primarily known for his Notice the wide tires, designed for better grip in the Assign students Student Activity Worksheet #2B: three laws of motion. These laws of motion can help us An object’s tendency to resist any changes in motion. turning. The front and rear wings generate downforce to Newton’s Three Laws to assess learning describe the speed, acceleration, thrills and dangers of help the car hold the road. The bodywork under the car, and understanding. Mass automobile racing. called the side pods, is carefully shaped to create lower

pressure under the car than above, which pulls the car The amount of matter in an object. down tighter to the road. Continued…

28 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 29 Lesson 2 Newton’s Three Laws and Racing Lesson 2 Newton’s Three Laws and Racing Background Information Sheet for Students 2A Background Information Sheet for Students 2A (page 2 of 3) (page 3 of 3)

Racing Oral History Interviews Newton’s first law can also be seen in a car that Look at the picture of an Indy racecar. [March Notice the 1902 Ford 999 racecar built by Henry is stationary and gets hit in the rear end. The driver 84C Race Car, 1984 (cockpit view ID# THF69363)] In Ford. [Race Car, “999” Built by Henry Ford, 1902 Listen to Jim Hall talk about changing force and feels as if he or she flies backwards, but actually the car serious auto racing accidents, especially those that involve ID# THF70568] The 999 car had a large, 1150 cubic-inch changing how fast cars will go. He also discusses is pushed forward, leaving the driver behind. Indy-style cars (called open wheel race cars), many pieces engine to provide a large force to make it accelerate and how he works within the rules and yet still tries of the car fly off. Why is it actually good that parts fly go fast. Notice how heavy the 999 car is; its weight slows to find ways to make his car go faster. There are many safety features designed to protect racecar drivers. Racecars have high-backed seats so that off the race car? Rather than the energy going into the it down. – Jim Hall: Safety Rules when the drivers accelerate forward, their entire body driver, the kinetic energy can be dissipated in the flying – Jim Hall: Engineer to Go Faster parts. Roll bars are also used to prevent the car from goes forward with the car. Look at the picture of the Newton’s Third Law – Action and Reaction inside of Lyn St. James’s race car with its tall car seats. crushing around the driver. Newton’s third law states that for every action in Newton’s First Law – The Law of Inertia [Lyn St. James Suited Up in Racecar, Giving a “Thumbs- one direction, there is an equal and opposite reaction. Up”, 2008 ID# THF58671] Racecar drivers’ heads do Newton’s first law is called the law of inertia. Newton’s Second Law – F = ma Another way to state the third law is for every force not snap back because they are up against a tall seat. In Inertia is the resistance to change in motion. Newton’s Newton’s second law can be stated mathematically in one direction, there is an equal and opposite force your family car, your car’s head rests and seats keep you first law states that a body at rest remains at rest and that as force equals mass times velocity, written as F = ma. An in the other direction. from feeling as though you are thrown backwards. a body in motion remains in motion unless acted upon unbalanced force will create acceleration. The greater is When a racecar accelerates, the motor and engine by an outside force. This law means that once we start Once racecars reach a high rate of speed, the force, the greater will be the acceleration. The greater transfer force to the tires, which push backwards against moving, we continue moving. they continue at the high rate of speed, according to the mass, the less the acceleration. Thus a car with larger the pavement. The pavement or track pushes back on the Newton’s first law. [Start of the Indianapolis 500 Race, In everyday life, we exhibit inertia because we mass will accelerate more slowly. race car. Because forces cause objects to accelerate, the 1937 ID# THF68313] If there is a crash and the car is tend to keep doing what we are already doing. When What do car builders and engineers do to increase car moves forward. When two forces push against each stopped by an outside force (for example, another car or we are up, we like to stay up. If we are sitting or sleeping, acceleration and speed? Racecar designers and innova- other, the lighter object moves farther and faster. a wall), the driver keeps on going. Safety belts help slow we like to stay sitting or sleeping. tors aim for the most powerful engine possible, for more the driver to prevent him or her from flying out of the Thus the car moves rather than the track. If there force and acceleration. The designers also want to make If a car is standing still without the motor running, car or from hitting the front windshield. In a passenger is gravel or dirt on the track, then the track does move, the car lighter so that the car has better acceleration and the car will remain there. Look at the picture of the drag car, air bags slow the driver and passenger. in a way: you see the gravel or dirt fly back as the car racecar sitting in front of Henry Ford Museum. [Willys speed. Most races regulate engine size, so designers or car goes forward. In a modern racecar, the racecar safety belts are Gasser, 1958 (side view ID# THF69391)] As long as the builders cannot put too large an engine in their racecar. called 5-point belts. They go around both shoulders as There are numerous examples of action and engine is not started and no one pushes this car, it will Therefore, racecar builders try to make cars lighter where well as around the waist and down to the center of the reaction in everyday situations. When a jet is flying, the remain where it is. possible, by using aluminum or plastic rather than steel, engine forces hot gas out in one direction and the jet front of the seat, and they attach at 5 points. Modern race which is heavier. Many wheel rims are made from light- If a driver starts the engine and pushes the flies in the opposite direction. A swimmer pulls water drivers also use a HANS Device, which wraps around the weight magnesium to decrease mass in the car. accelerator, the motor produces a force that moves the driver’s neck to help protect his or her neck from flying backward to propel her- or himself forward. A bullet is Look how light the 1960 Slingshot dragster looks. car forward. The driver and passengers feel as though side to side. 5-point belts and HANS Devices help protect shot out of a gun in one direction and the gun recoils in [Buck & Thompson Class D Slingshot Dragster, 1960 they are thrown or pushed backwards, but actually the race car drivers from the effects of Newton’s first law. the opposite direction. car goes forward and the driver and passengers remain ID# THF36041] The Slingshot car is very light. It is Sometimes motion is expressed by the term mo- where they are. When the car accelerates forward and the designed and built for drag racing, where the track is mentum. The momentum of an object, such as a racecar, car seats hit them in their backs, they feel as though they straight and only a quarter mile long. is the combination of its mass and its velocity. When two are being thrown backwards. Continued… objects push against each other, they go in opposite directions, and the momentum in one direction equals the momentum in the other direction.

30 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 31 Lesson 2 Newton’s Three Laws and Racing Lesson 2 Newton’s Three Laws and Racing Student Activity Sheet 2B | Page 1 Student Activity Sheet 2B | Page 2

3. In the space below state Newton’s third law 4. For each statement below write 1st, 2nd or in your own words. List three examples of 3rd, according to which law of motion the Name Newton’s three laws Newton’s third law. statement best represents:

A You place a can of cola on the 1. In the space below state Newton’s first law 2. In the space below state Newton’s second dashboard in front of you. When the car accel- in your own words. List three examples of law in your own words. List three examples erates forward, the cola dumps on your lap. Newton’s first law: of Newton’s second law. B You are standing on a skateboard. You jump off the skateboard in one direction and the skateboard goes flying in the oppo- site direction.

C A car is stuck in snow. One person can’t get the car moving, but with the help of three friends, the car can be pushed out of the snow.

D When you are swimming, you pull your hand back through the water and then you go forward.

E Once a space shuttle reaches orbit, it just continues in orbit without any more propulsion.

32 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 33 Lesson 2 Newton’s Three Laws and Racing Lesson 2 Newton’s Three Laws and Racing Educator Answer Key 2B | Page 1 Educator Answer Key 2B | Page 2

Newton’s three laws 3. In the space below state Newton’s third law 4. For each statement below write 1st, 2nd or in your own words. List three examples of 3rd, according to which law of motion the Newton’s third law. statement best represents: 1. In the space below state Newton’s first law 2. In the space below state Newton’s second law

in your own words. List three examples of in your own words. List three examples Newton’s third law concerns action and reaction. It states that for every action in one direction, there A 1st You place a can of cola on the Newton’s first law: of Newton’s second law. is an equal and opposite reaction. The third law can dashboard in front of you. When the car accel- Newton’s first law is called the law of inertia. The Newton’s second law is F = ma or Force = mass be stated that for every force in one direction, there erates forward, the cola dumps on your lap. law states that a body at rest remains at rest and times acceleration. An unbalanced force produces is an equal force in the opposite direction. a body in motion remains in motion unless acted acceleration. The acceleration is proportional to the Examples include any in which one object propels B 3rd You are standing on a skateboard. upon by an outside force. force and inverse to the mass. in one direction and another object propels in the You jump off the skateboard in one direction Examples can include any example of an object Examples include any statement about larger forces opposite direction, such as: and the skateboard goes flying in the oppo- remaining in motion or remaining at rest, such as: producing more acceleration or less massive objects A When a cannon ball is shot forward, site direction. accelerating faster, such as: A A racecar waiting to start a race will remain still. the cannon recoils. A A large engine will accelerate a car faster B Once a racecar is moving it keeps on moving. B When you push against a wall, the wall pushes C 2nd A car is stuck in snow. One person than a small engine. C When a person is in a car and the car suddenly back against you. can’t get the car moving, but with the help of B The more massive a car, the slower brakes or stops, the passenger keeps on going C In order to throw a baseball or softball forward, three friends, the car can be pushed out of it will accelerate. unless a seat belt or air bag restrains him or her. your feet must push back against the ground. If the snow. C Several people can push a car more easily you are wearing flat shoes on wet grass, your feet than one person can. will slip when you try to throw any object. D 3rd When you are swimming, you pull . your hand back through the water and then you go forward.

E 1st Once a space shuttle reaches orbit, it just continues in orbit without any more propulsion.

34 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 35 Lesson 3 Lesson 3 Forces Involved in Automobile Racing Continued Forces Involved in Automobile Racing

Main Idea Digitized Artifacts Materials 3 Finding Forces in Automobile Racing Forces can be illustrated with examples from the Collections of The Henry Ford – Computers with access to the Internet; digital pro- Distribute Background Information Sheet for Students from automobile racing. jector and screen (preferred) OR printed handouts #3A: Forces Involved in Automobile Racing. If possible, Lesson 3 Forces Involved in Automobile Racing of Background Information Sheet, Student Activity also access this sheet online so that students can view Sheet and digitized artifacts’ images and descriptions the digitized artifacts embedded and hyperlinked in Duration 1 class period (45 minutes) – Soap Box Derby Car, 1939 ID# THF69252 – Background Information Sheet for Students #3A: the Background Information Sheet. – Official Start of First NHRA Drag Racing Meet, Forces Involved in Automobile Racing Have the students closely examine the digitized Key Concepts Great Bend, Kansas, 1955 ID# THF34472 – Student Activity Sheet #3B: Forces images, and ask them to explain the forces illustrated – Acceleration – Three Men Pushing a Barber-Warnock Special in the images. (See the Background Information for – Answer Key #3B: Forces Racecar Off the Track at Indianapolis Motor Teachers section below for additional information on – Aerodynamics Speedway, probably 1924 ID# THF68328 digitized artifacts.) – Air resistance – Composite Image Depicting Henry Ford and Spider Instructional Sequence Use the Background Information Sheet and the digitized – Centripetal force Huff Driving the Sweepstakes Racer at Grosse artifacts to review, read and discuss with students the key – Downforce Pointe Racetrack, 1901 ID# THF24696 1 Introduction forces involved in automobiles: – Force – Buck & Thompson Class D Slingshot Dragster, 1960 Ask students to describe some of the physical forces A Force from the engine ID# THF36041 involved in their everyday life. Explain that a force – Friction B Force of gravity – Damaged Race Car After a Racing Accident, is simply a push or pull and that there are many types – Gravity C Centripetal force 1905-1915 ID# THF12446 of forces. – Inertia D Air resistance force – March 84C Race Car, 1984 (cockpit view ID# 69363) – Trade-offs 2 Using the Racing Oral History Interviews E Downforce to keep the car on the road – Willys Gasser, 1958 (front view ID# THF69394) Discuss with your class how they might find a way F Friction forces, including the tire on the road, internal – Ford Thunderbird NASCAR Winston Cup Race Car Racing Oral History Interviews: to increase force for a race car. Use the Racing Oral engine friction, wind friction and friction in the gears. Driven by Bill Elliott, 1987 History Interviews to show how engineers and race – Dan Gurney: Innovations to Get More Force (aerial view ID# THF69260) Encourage students to make their own observations, drivers use innovative tactics to get more force for – Bobby Unser: ask questions and offer other examples of forces. – Start of the Indianapolis 500 Race, 1937 their cars. Dan Gurney talks about innovative ways Getting More Force From Better Tire Traction Discuss the concept of net forces. A net force is an ID# THF68313 to get more force from the engine, and Bobby Unser unbalanced force. Forces that are balanced do not cause – Barber-Warnock Special Race Car in Pit at discusses using crushed batteries and walnuts in tires accelerations or changes of speeds. A car sitting on the Indianapolis Motor Speedway, 1924 ID# THF68329 to get better traction. road experiences the downward force of gravity. The car – Henry Ford Driving the 999 Race Car Against – Dan Gurney: Innovations to Get More Force does not move, because the track or ground provides an Harkness Race Car at Grosse Pointe Racetrack, – Bobby Unser: upward force equal to the downward force of gravity, 1903 ID# THF23024 Getting More Force from Better Tire Traction resulting in a net force of zero. A car does not start mov- ing until the engine force is greater than the friction and Continued… counter forces.

Continued…

36 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 37 Lesson 3 Forces Involved in Automobile Racing Continued Lesson 3 Forces Involved in Automobile Racing Continued

4 Representing Forces The additional information below on the digitized Buck & Thompson Class D Slingshot Dragster, 1960 decrease the air resistance from its large, flat front, the top artifacts supplements the information at the website ID# THF36041 shows a lightweight car that accelerated of the Gasser was “chopped” off and lowered. Discuss with your class how to represent forces with and will help your students complete the Student easily. This car was built to go strictly in a straight line free body diagrams. A free body diagram is a simple Ford Thunderbird NASCAR Winston Cup Race Car Driven Activity Worksheet. and had no “extras,” in order to keep it very light. sketch in which all the forces are represented with by Bill Elliott, 1987 (aerial view ID# THF69260) has a arrows and labeled. Longer arrows represent more force. Official Start of First NHRA Drag Racing Meet, Great Damaged Race Car After a Racing Accident, 1905-1915 front designed to allow air to travel smoothly up and The diagram should be very simple. For example, below Bend, Kansas, 1955 ID# THF34472 shows that ID# THF12446 shows an early car crash at a race. over the car with low resistance. The shape of the car also is a diagram of a box sitting on the floor. In this example, a car starting at rest will remain at rest. The racecar has crashed through the wall and has come allows the air to provide downforce on the car and help to a stop, which illustrates several concepts. If you look all arrows should be equal and opposite to show that the National Hot Rod Association Photograph Collection it stick to the track during cornering. at the upper left, you can see that the car was attempting box will not move. ID# THF34472 shows a stationary object with forces Henry Ford Driving the 999 Race Car Against Harkness to traverse a left-hand curve. The car must have contin- balanced; the car is not moving. Race Car at Grosse Pointe Racetrack, 1903 ued in a straight line (according to Newton’s first law of Three Men Pushing a Barber-Warnock Special Racecar ID# THF23024 shows a rider sitting on the running motion) instead of making the curve. There was obvious- Off the Track at Indianapolis Motor Speedway, probably board on the left hand side of the car. The rider creates WIND FRICTION ly not enough centripetal force to keep the car turning 1924 ID# THF68328 illustrates that four people produce downforce on the left side of the car to keep it from (sometimes) to the left. The tires may not have allowed enough fric- more force, and therefore more acceleration, than tipping over while going around left-hand curves. Early tion, the car might have been bumped by another car or one person alone could produce. Even today cars are racecars had a high center of gravity or center of mass perhaps the steering system malfunctioned. You can see usually pushed to the starting line at every race track and could easily rollover in cornering. Compare the car that this racecar was not going as fast as the cars of today, in order not to waste any fuel by driving them before in this photo to modern racecars that are built with a whose high speeds will cause them to break apart if they the race begins. very low center of gravity to prevent rollovers in fast FLOOR hit a wall as this car did. cornering. Notice the similarity to modern sailboat rac- GRAVITY UPWARD Composite Image Depicting Henry Ford and Spider March 84C Race Car, 1984 (cockpit view ID# 69363) ing, where sailors lean over the side to keep from tipping Huff Driving the Sweepstakes Racer at Grosse Pointe shows wide racing tires. In general, according to theo- over while cornering in the wind. The running-board 5 Background Information for Teachers Racetrack, 1901 ID# THF24696 shows a heavier, or ries of physics, surface area does not affect the amount rider was also able to warn the driver of engine problems more massive, earlier car. This car was Henry Ford’s first of friction; friction instead depends only on moisture if he was driving too fast. In modern racecars, onboard Formulas Involving Force: race car. He was seeking to rebuild his reputation as and surface materials. However, the slick wide tires of computers monitor every system, and the crew chief an automobile engineer after the failure of his first – F = m * a (In the metric system, force is measured modern NASCAR and Indianapolis racecars enable communicates with the driver. automobile company, so he built this car with the help in Newtons (N), mass in kilograms (kg) and them to hold the road best both in curves and during of his friends Ed “Spider” Huff and Oliver Bartel. In acceleration in m / s^2.) accelerations. The grooves of modern passenger car tires this race, Henry Ford defeated a much better-known car Assessment allow rain and moisture to escape from under the tires to – a = F / m manufacturer and driver, Alexander Winton. Winton’s prevent skidding and sliding. Assign students Student Activity Sheet #3B: – Momentum during a reaction: m * v = m * v car was faster, but it developed engine problems during Forces to assess their learning and understanding. (momentum before = momentum after). the 10-mile race. Ford’s victory helped him get financ- Willys Gasser, 1958 (front view ID# THF69394) shows the flat front of the Gasser. The shape of this car would – v = ∆ d / ∆ t (measured in m/sec) ing for his second automobile company. Henry Ford later left that company and formed his third company, which certainly cause a great amount of air resistance, requiring – a = ∆ v / ∆ t became a success. the car to push the air. The force of the air against the car would slow the Gasser’s acceleration and speed. To Continued…

38 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 39 Lesson 3 Forces Involved in Automobile Racing Lesson 3 Forces Involved in Automobile Racing Background Information Sheet for Students 3A Background Information Sheet for Students 3A (page 1 of 3) (page 2 of 3)

Centripetal Force Other Problems Another force involved in racing is centripetal Look at the picture of Henry Ford and his friend has not yet started to provide a forward force, and the car force. When a car is traveling in a circle or on a curve, Spider Huff, with Ford in the driver’s seat [Henry Ford forces involved in remains at rest, like these drag racing cars [Official Start centripetal force pulls the car back toward the center Driving the 999 Race Car Against Harkness Race Car at of First NHRA Drag Racing Meet, Great Bend, Kansas, of the circle or curve. Some race tracks are banked to Grosse Pointe Racetrack, 1903 ID# THF23024]. Note Automobile Racing 1955 ID# THF34472]. “push” the car back toward the center. The banked turn the man sitting on running board on the left side of the In order to get a car to move, there must be an helps provide centripetal force. car. Imagine sitting on the small running board, racing unbalanced force. Look at this racecar which has gone Most people think that when a car is traveling and bouncing down the road at 60 miles per hour. What Key Concepts off the track. [Three Men Pushing a Barber-Warnock around a curve the car is being forced out of the circle. do you think the man on the running board is doing? Special Racecar Off the Track at Indianapolis Motor Actually, the car naturally moves straight. Newton’s first Newton’s first law says that an object in motion – Acceleration – Air resistance Speedway, probably 1924 ID# THF68328] Notice that law states that a body in motion remains in motion un- (in this case, the car) will continue in motion unless – Centripetal force – Downforce it takes several people to accelerate the car by pushing it. less acted upon by an outside force. To keep a car on a acted upon by a force. When the driver makes a left-hand – Friction – Force A large force is needed to overcome friction, a backwards curved track, an inward force, toward the center, must be turn, the racecar actually tends to go straight. The grip of – Inertia – Gravity force opposing motion, and a simple method of getting applied to the car to keep it on the track. Try to analyze the tires on the track provides force to turn the car. But the car to the starting line is simply to push it, overcom- the unusual accident in this photo [Damaged Race Car early cars were not stable. The bottom of the car, where – Trade-off ing the friction between the tires and the track. After a Racing Accident, 1905-1915 ID# THF12446]. the tires are located, turned, while the heavy top of the Note that the car has crashed through the fence. car tried to keep going straight. These cars tended to roll More about Force Forces on Larger Cars Look back at the track in the upper left. You can see that over while turning. In simple terms, a force is any push or pull. the car should have gone around a left-hand curve, but So why did the rider ride on the left side? Most It takes a lot of force to accelerate a large car. There are numerous types of forces that we encounter it obviously didn’t make the curve. In order for a racecar races are on oval tracks and run counterclockwise, so the In one of the earliest racecars – the Sweepstakes, built every day. We can analyze many of these forces through to stay on the track around a curve, there must be an drivers are constantly turning left around curves. Since by Henry Ford – the motor was extremely large, to examples taken from automobile racing. inward force. The tires pushing against the road or pave- the early race cars on these tracks could not corner very provide a lot of force. The motor and the rest of the car ment should provide the inward force to keep the car in fast without rolling over to the right, the rider provided An unbalanced force will cause acceleration and were massive. This early car raced at only about 60 miles a circle; they did not provide enough force this time. extra weight, or a downforce, on the left side of the car make an object increase or decrease its speed. When per hour. [Composite Image Depicting Henry Ford and to balance the car and keep it from rolling over. two forces equally oppose each other, we say they are Spider Huff Driving the Sweepstakes Racer at Grosse balanced. A balanced force does not cause acceleration. Pointe Racetrack, 1901 ID# THF24696] The Sweep- Tire Forces The running-board rider on these early racecars Think of a tug of war: If the forces from opposite teams stakes was effective in its day because other cars were also served another purpose – can you guess what it is? Tires are very important in racing and have are equal or balanced, neither team moves. also very heavy. Note the difference between the The rider watched the engine to make certain that it evolved over the years. Look at the tires on the Ford A car sitting on the race track has forces on it, but Sweepstakes and the 1960 Slingshot Dragster drag-race was running properly. He could warn the driver to Thunderbird NASCAR-style car. [Ford Thunderbird they are balanced. Look at the picture of the soapbox car [Buck & Thompson Class D Slingshot Dragster, slow down if there was an engine or gear problem, and, NASCAR Winston Cup Race Car Driven by Bill Elliott, derby car [Soap Box Derby Car, 1939 ID# THF69252]. 1960 ID# THF36041]. The Slingshot Dragster has a if needed, he could actually oil the motor while racing. 1987 (aerial view ID# THF69260)] Note the large tires, The force of gravity pulls down on the car while an smaller engine than the Sweepstakes but is much lighter, designed to grip the road. Race cars can go through equal force from the track pushes up. The forces are so it can go faster. In most races today, all the racecars are several tires during a long race because friction between balanced, and the car remains stationary. If the soapbox required to have the same mass in order to keep the the tires and the pavement wears tires out rapidly. derby car were on a hill, the downward force would be races competitive. Continued… greater than the upward force and the car would acceler- Continued… ate down the hill. Before a race begins, a racecar’s engine

40 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 41 Lesson 3 Forces Involved in Automobile Racing Lesson 3 Forces Involved in Automobile Racing Background Information Sheet for Students 3A Student Activity Sheet 3B | Page 1 (page 3 of 3)

In modern racecars, onboard computers monitor Drag Force, or Wind Resistance Force the entire system; the computers send information back A large force in racing is wind resistance, or drag. to the engineers in the pits so that necessary adjustments Name At high rates of speed, the air pushing against the front can be made to the racecars during pit stops. Compare forces of the car produces great force opposing the race car’s what you may have seen happening in a modern pit stop forward speed. with this picture of an older pit stop during a car race Innovators are constantly redesigning cars to [Barber-Warnock Special Race Car in Pit at Indianapolis 1. One of the ways to analyze forces is to make a 2. The drawing below shows 4 different cut down on wind resistance by shaping the front of Motor Speedway, 1924 ID# THF68329]. the car. Look at Willys “Gasser,”1958 (front view ID# sketch called a free body diagram. A free body possible roadbed angles during a left hand THF69394) and Willys “Gasser,” 1958 (side view ID# diagram, a very simple sketch, includes arrows curve. Explain which banking angle would allow Center of Gravity THF69391). The shape of this car would certainly cause that represent all the forces. Make a sketch of the greatest racing speed, which would allow a great amount of air resistance, requiring the car to push The weight of modern race cars is very low to a book sitting on a table and draw arrows to the least racing speed and why. the ground; they have what is called a low center of the air. The force of the air against the car would slow represent the forces involved. gravity. The center of gravity is the average center of the Gasser’s acceleration and speed. To decrease the air all the weight. If their center of gravity is too high, resistance from its large, flat front, the top of the Gasser cars can tip over while going around sharp turns. was “chopped” off and lowered. Lowering the center of gravity or weight helps keep Notice the difference between the shape of the cars from rolling over. Gasser and the Ford Thunderbird [Ford Thunderbird NAS- CAR Winston Cup Race Car Driven by Bill Elliott, 1987 (aerial view) ID# THF69260]. The front of the Gasser pushed a lot of air, but the Thunderbird has a sloped front that allows air to pass over the top of the car with less resisting force. When the Gasser’s owner, George Montgomery, finally retired the Willys, he replaced it with a modified Mustang that was much lower and had better aerodynamics.

42 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 43 Lesson 3 Forces Involved in Automobile Racing Lesson 2 Newton’s Laws and Racing Student Activity Sheet 3B | Page 2 Educator Answer Key 3C

3. Sketch a car that would have the best aerodynamics (ability to move through the wind with the least resistance).

2. The drawing below shows 4 different forces possible roadbed angles during a left hand curve. Explain which banking angle would allow the greatest racing speed, which would allow 1. One of the ways to analyze forces is to make a the least racing speed and why. sketch called a free body diagram. A free body diagram, a very simple sketch, includes arrows that represent all the forces. Make a sketch of a book sitting on a table and draw arrows to represent the forces involved.

In this example, all arrows should be equal and opposite to show that the box will not move.

Angle A allows the greatest racing speed and Angle D allows the least racing speed.

A banked turn provides an added inward force that keeps the tires from sliding, thus allowing greater WIND FRICTION speeds. The more the turn is banked, the faster the (sometimes) cars can race around the turns. The level track does not assist the grip of the tires at all in a turn.

3. Sketch a car that would have the best aerody-

FLOOR namics (ability to move through the wind with the GRAVITY UPWARD least resistance).

Students will have a variety of sketches with the front end of the car slanted. Students should show some of the curves they have seen on cars.

44 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 45 Lesson 4 Lesson 4 Motion and Energy in Automobile Racing Continued Motion and Energy in Automobile Racing

Main Idea Materials 2 Discovering Types of Motion and Energy Note Velocity, acceleration, forces, work and energy can be il- – Computers with access to the Internet; digital pro- in Automobile Racing Speed is a measure of distance traveled per time. lustrated with examples from automobile racing. jector and screen (preferred) OR printed handouts Distribute Background Information Sheet for Students Velocity is technically displacement per time, where of Background Information Sheet, Student Activity #3A: Motion and Energy in Automobile Racing. displacement is distance and direction from the origin; Sheets and digitized artifacts’ images and descriptions If possible, access this sheet online so that students can velocity is speed and direction. For the purpose of this Key Concepts – Calculators view the digitized artifacts embedded and hyperlinked in lesson, and for work with most students who are young- – Acceleration – Aerodynamics the Background Information Sheet. (See the Background er, speed and velocity can be used interchangeably. – Background Information Sheet for Students #4A: – Bernoulli’s principle – Downforce Information for Teachers section below for additional In an automobile, chemical energy in gasoline or fuel is Motion and Energy in Automobile Racing – Force – Kinetic energy information on formulas, speed and energy). converted to thermal energy or heat energy. Thermal en- – Student Activity Sheet #4B: ergy is then converted to mechanical energy. Mechanical – Mass – Potential energy Use the Background Information Sheet to review, Distance, Velocity and Acceleration (Grades 4-5) energy is then converted to kinetic energy of motion. read and discuss with students the question for analysis, – Power – Thermal energy – Student Activity Sheet #4C: concepts and information about motion and energy in Starting at a light, a car will be motionless because the – Velocity – Venturi effect Distance, Velocity and Acceleration (Grades 6-8) automobile racing. engine force is balanced by the braking force and the car remains at rest. The car will accelerate as long as the – Watt – Weight – Answer Key #4B/C: Encourage students to make their own observations, engine force is greater than all the friction forces (wind, Distance, Velocity and Acceleration – Work ask questions and offer other examples from life that tires on the road, moving parts in the engine, gears, etc.). (Grades 4-5)/(Grades 6-8) illustrate motion and energy. If a car is accelerated to a cruising speed of 40 mph, Racing Oral History Interview then to continue at a constant 40 mph, friction forces Duration One class period (45 minutes) 3 Background Information for Teachers will need to be balanced by the engine force. If on an – Carroll Shelby: Kinetic Energy and Brakes Formulas involving motion and energy: expressway the driver presses harder on the accelerator, making the engine force greater than the friction forces, Distance = velocity * time d = v * t Digitized Artifacts Instructional Sequence then when the car reaches and maintains a cruising speed Velocity = change in distance / change in time from the Collections of The Henry Ford of 70 mph, the engine force will again need to equal all v = Δ d / Δ t 1 Engagement the friction forces. When the engine force is reduced, Time = distance / velocity t = d / v the car will decelerate as the friction forces, including Lesson 4 Motion and Energy in Automobile Racing Discuss with students the concepts of distance, speed, braking, become greater than engine force. If the driver – Willys Gasser, 1958 (engine view ID# THF69399) velocity force and energy. Ask them to discuss the Acceleration = velocity / time a = Δ v / Δ t presses firmly on the brake, friction forces will become (side view ID# THF69391) various speeds that they have experienced. Typical speeds Velocity = acceleration * time v = a * t greater than the engine force, and the car will decelerate are: 3-4 mph for walking, 10-20 mph for riding a bike, – March 84C Race Car, 1984 to a stop. 25-40 mph in a car traveling locally and 70 mph for a (aerial view ID# THF69371) car on the freeway. A cross-country train might travel at Work = Force * distance W = F * d – Ford Thunderbird NASCAR Winston Cup Race 100 mph, and a commercial airliner typically travels at Power = Work / time P = W / t Assessment Car Driven by Bill Elliott, 1987 ID# THF69258 400 to 500 mph. One horsepower = 746 watts 1 hp = 746 watts Assign students Student Activity Worksheet #4B/C: (aerial view ID# THF69260) One watt = 1/746 hp = .00134 hp Distance, Velocity and Acceleration to assess their – Summers Brothers “Goldenrod” Land Speed Kinetic energy (KE) = ½ m * v2 learning and understanding. Record Car, 1965 ID# THF37676 Continued… . – Official Start of First NHRA Drag Racing Meet, Great Bend, Kansas, 1955 ID# THF34472

46 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 47 Lesson 4 Motion and Energy in Automobile Racing Lesson 4 Motion and Energy in Automobile Racing Background Information Sheet for Students 4A Background Information Sheet for Students 4A (page 1 of 3) (page 2 of 3)

Using the Racing Oral History Interview Kinetic and Potential Energy View the oral history of Carroll Shelby as he talks Kinetic energy is energy of motion. Kinetic energy Speed about kinetic energy and brakes. Notice that he explains is usually measured using meters and seconds. Kinetic motion and energy The distance an object travels that the car’s brakes can turn its kinetic energy of motion energy equals one-half the mass of an object times its divided by the time it takes to into heat energy. velocity squared (KE = ½ m * v2). A toy car with a mass of in Automobile Racing travel that distance. 2 kilograms traveling at 10 meters/second will have 100 Carroll Shelby: Kinetic Energy and Brakes kilogram-meters2/second2, or what we call 100 joules; Thermal energy the unit of energy when measured in kilogram-meters2/ Heat energy. Speed, or Velocity, and Acceleration in Automobile Racing 2 Motion and Energy Bernoulli’s principle second is the joule. So KE = ½ * 2 kilograms * (10 Air moving faster over the longer The speed of a car is measured by the distance the meters/second)2 , or ½ * 2 * 10 * 10 = 100 kilogram- Automobile racing involves various Velocity path on a wing causes a decrease in car covers in a certain amount of time. The formula for meters2/second2, or 100 joules. forms of energy and various types The speed of an object, including pressure, resulting in a force in the speed is s = d / t, or speed equals distance divided by of motion. Racecar engineers and its direction. Velocity = change in A racecar has a lot of kinetic energy. Look at the direction of the decrease in pressure. time. A car that travels 100 miles in 2 hours would be designers are constantly coming up distance over time, or v = Δ d / Δ t picture of the red #9 NASCAR racecar [Ford Thun- traveling 50 miles per hour, since its speed = 100 miles / with new innovations to make their derbird NASCAR Winston Cup Race Car Driven by Bill Downforce 2 hours = 50 miles / hour. Or, distance can be calculated cars travel faster and more safely. Venturi effect Elliott, 1987 (ID# THF69258)]. The mass of this car is The aerodynamic force on a car by multiplying speed or velocity times time. So if a car The effect produced by narrowing a about 1588 kilograms (3500 pounds). If it travels at 180 that pushes it downward, resulting is traveling 120 miles / hour, it will travel 360 miles in 3 passage of air as the air travels, caus- miles/hour, or about 80 meters/second, its kinetic energy in better traction. hours. d=v * t, distance = 120 miles/hour * 3 hours = Question for Analysis ing an increase in the speed of the will be: 360 miles. 2 How do we use the concepts of air, a drop in pressure and a force in KE = ½ m * v = ½ * 1588 * 80 * 80 = 5,081,600 joules. Force kinetic energy, work and power to the direction of the air passage. Often, speed, or velocity, is measured in meters per Potential energy is the energy due to the position Any push or pull. evaluate automobile racing? second. A car that travels 200 meters in 8 seconds would of the object. A rock on the edge of a building’s roof has Watt be traveling 25 meters/second, since speed = 200 me- Kinetic energy the potential to fall and turn into kinetic energy. Poten- A measurement of power. One watt ters/8 second = 25 meters/second. If we work in meters Concepts Energy of motion. The formula for tial energy can also be energy stored chemically, like the is 1 joule of work per 1 second. per second, we can calculate the distance in meters. A car energy stored in gasoline. kinetic energy is KE = ½ m v2, or ½ A joule of work is 1 Newton of traveling at 40 meters/second for 10 seconds will travel Acceleration the mass times the velocity squared. Thermal energy is energy due to heat, or heat force acting through 1 meter. 400 meters, since distance = 40 meters/second * 10 energy. When an automobile engine burns fuel, the The rate at which an object’s seconds = 400 meters. Mass potential energy in the fuel is turned into thermal energy velocity changes; a = Δ v / Δ t Weight The amount of matter or substance Velocity is technically called displacement/time. – heat – that operates the pistons to change the thermal The force of gravity pulling on an in an object. Displacement is both distance and direction, while energy into kinetic energy, or energy of motion. The Aerodynamics object, or the mass of the object velocity is speed in a particular direction. Often, as in pistons then move a crankshaft that is attached to the The way the shape of an object times its acceleration due to gravity. Potential energy this Background Information Sheet, speed and velocity wheels and makes them move. affects the flow of air over, around Energy due to position, or stored are used interchangeably. or under it. Work energy. The force on an object times the dis- tance through which the force moves Power the object as the work is converted Rate of doing work, or work divided to energy of motion. by time; P = W / t Continued… Continued…

48 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 49 Lesson 4 Motion and Energy in Automobile Racing Lesson 4 Motion and Energy in Automobile Racing Background Information Sheet for Students 4A Student Activity Sheet 4B | Page 1 (page 3 of 3)

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Work and Horsepower Fig. 1 The work done by the engine to create kinetic energy to move the car is measured differently than the Faster - moving air way we normally think of work. The amount of work that a car engine can produce is measured in horsepower. distance, velocity and acceleration The concept of horsepower was created by James Watt, (Grades 4-5) who lived from 1736 to 1819. He measured the amount Force of weight a horse could move a certain distance in a created upward given time and came up with 33,000 foot-pounds/min- ute, which he called 1 horsepower (1 hp). Thus an engine Formulas 2. The land speed record set by the Goldenrod with 350 horsepower could do the work of 350 horses. Slower - moving air Racer [Summers Brothers “Goldenrod” Land Work is measured by multiplying the amount of Distance = velocity * time d = v * t Speed Record Car, 1965 ID# THF37676] force on an object by the distance an object is moved by Velocity = distance / time v = Δ d / Δ t the force. Work equals force times distance (W = F * d). Airfoils was 409 miles per hour (mph). A NASCAR Time = distance / velocity t = d / v Work is measured in a unit called joules. Racecar engineers use Bernoulli’s principle to racer can travel 180 mph. A bicycle racer can Power is a measure of how fast work can be make winglike objects called airfoils. The “wing” of the Acceleration = velocity / time a = ∆ v / ∆ t travel 30 mph. How long would it take each completed. Power is work divided by time (P = W / airfoil is turned upside down so that the longer surface Velocity = acceleration * time v = a * t of the three to travel 500 miles? t). Power is measured in watts, and 1 watt is 1 joule per is on the bottom. The airfoil is attached to either the second. One horsepower is equivalent to 746 watts. front or the back of the car to push down on it and gain Work = force * distance W = F * d better traction. Look at the airfoil on the Texaco Star race car [March 84C Race Car, 1984 (aerial view ID# Bernoulli’s Principle and Energy THF69371)]. One of the most interesting aspects of automo- Air resistance can also be used to force a car down. 1. During the Indianapolis 500, a winning driver bile racing involves Bernoulli’s principle. Fast-moving Air hits the front of a racecar that has a low front and air produces a drop in air pressure and a force in the can often cover the 500 miles in 3 hours. continues over the top, actually pushing down on the direction of the drop in pressure. If you look at a wing What would be his average velocity? front of the car and giving better traction. Look at the of an airplane, you will see that the top of the wing has front of the red #9Ford Thunderbird [Ford Thunderbird a longer surface than the bottom of the wing (see fig.1). NASCAR Winston Cup Race Car Driven by Bill Elliott, The air has to travel faster over the longer, upper surface. 1987 (aerial view ID# THF69260)]. Notice that its low The faster-moving air produces a drop in pressure above front causes the oncoming air to push down on the front the wing, giving the bottom of the wing comparatively of the car. higher pressure. There will be a force created from the pressure difference, and that force will push, or lift, the Designs of race cars are always being improved to wing upward. allow the cars to travel faster.

50 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 51 Lesson 4 Motion and Energy in Automobile Racing Lesson 4 Motion and Energy in Automobile Racing Student Activity Sheet 4B | Page 1 Student Activity Sheet 4C | Page 1

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3. During time trials, a NASCAR racer might reach 5. How much work is done by pit crew pushing 210 mph. How far could a NASCAR racer travel a car with a force of 2000 Newtons through in 8 hours if he could continue at that speed? a distance of 30 meters? (One Newton is the force that accelerates 1 kg at a rate of distance, velocity and acceleration 1 meter per second each second.) (Grades 6-8)

Formulas 1. A racecar makes 34 laps around the Daytona Speedway (1 lap is 2.5 miles). What would be Distance = velocity * time d = v * t the racecar’s average velocity if it makes the Velocity = distance / time v = ∆ d / ∆ t 34 laps in half an hour? Time = distance / velocity t = d / v

Acceleration = change in velocity / time 4. The Willys “Gasser” drag-race car [Willys a = ∆ v / ∆ t Gasser, 1958 (engine view ID# THF69399) Velocity = acceleration * time v = a * t (side view ID# THF69391)] could accelerate from 0 to 140 mph (about 63 meters/second) Work = force * distance W = F * d in 12 seconds. What would be its acceleration Power = work / time P = W / t

2 (measured in meters/second )? 1 horsepower = 746 watts 1 hp = 746 watts 2. What would be the acceleration of a 1950s drag racer if the car accelerates from 0 to 130 mph (use 58 meters/second) in 12.8 seconds? See digitized artifact Official Start of First NHRA Drag Racing Meet, Great Bend, Kansas, 1955 ID# THF34472.

52 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 53 Lesson 4 Motion and Energy in Automobile Racing Lesson 4 Motion and Energy in Automobile Racing Student Activity Sheet 4C | Page 1 Educator Answer Key 4B

3. How much work would be done by the engine 5. If the Daytona 500 was won in a time of 2 in a NASCAR stock car that exerts a force of hours and 40 minutes, what would be the win- 1600 Newtons for a 2.0-mile (3200-meter) lap? ner’s average speed? (Remember, there are 60 distance, velocity and acceleration (One Newton is the force that accelerates 1 kg minutes in an hour.) at a rate of 1 meter per second each second.) (Grades 4-5)

1. During the Indianapolis 500, a winning driver 3. During time trials, a NASCAR racer might reach can often cover the 500 miles in 3 hours. 210 mph. How far could a NASCAR racer travel What would be his average velocity? in 8 hours if he could continue at that speed?

v = d / t = 500 miles/ 3 hours = 166.7 miles/hour d=v * t = 210 miles/hour * 8 hr = 1,680 miles

4. A. What would be the power (in watts) of the 2. The land speed record set by the Goldenrod 4. The Willys “Gasser” drag-race car car in Problem 3 if it takes 40 seconds to Racer [Summers Brothers “Goldenrod” Land [Willys Gasser, 1958 (engine view complete the lap? Speed Record Car, 1965 ID# THF37676] was ID# THF69399) (side view ID# THF69391)] 409 miles per hour (mph). A NASCAR racer can could accelerate from 0 to 140 mph (about travel 180 mph. A bicycle racer can travel 30 63 meters/second) in 12 seconds. mph. How long would it take each of the three What would be its acceleration (measured in to travel 500 miles? meters/second2)?

Goldenrod land speed racer: a = ∆ v / ∆t = 63 meters/second / 12 seconds = t = d / v = 500 miles/ 409 miles/hour = 5.25 meters/second2

1.22 hours or 1 hour 13 minutes B. How many horsepower would be used? NASCAR racer: 5. How much work is done by pit crew pushing t = d / v = 500 miles/ 180 miles/hour = a car with a force of 2000 Newtons through 2.78 hours or 2 hours 47 minutes a distance of 30 meters? (One Newton is Bicycle racer: the force that accelerates 1 kg at a rate of t = d / v = 500 miles/ 30 miles/hour = 1 meter per second each second.) 16.67 hours or 16 hours 40 minutes Work = F * d = 2,000 Newtons * 30 meters = 60,000 joules

54 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 55 Lesson 4 Motion and Energy in Automobile Racing Educator Answer Key 4B

Lesson 5 Ground Effects, Innovations and Safety in Automobile Racing 3. How much work would be done by the engine distance, velocity in a NASCAR stock car that exerts a force of Main Idea Duration One class period (45 minutes) and acceleration 1600 Newtons for a 2.0-mile (3200-meter) lap? Science, physics and engineering principles help explain (One Newton is the force that accelerates 1 kg ground effects and safety innovations in automobile racing. Racing Oral History Interviews

(Grades 6-8) at a rate of 1 meter per second each second.) – Jim Dilamarter: Getting Downforce and Pushing Air Key Concepts W = F * d = 1,600 Newtons * 3,200 meters = – Al Unser, Sr.: The Need for Teamwork to – Aerodynamics Successfully Innovate Ideas 5,120,000 joules 1. A racecar makes 34 laps around the Daytona – Airfoil Speedway (1 lap is 2.5 miles). What would be – Air resistance Digitized Artifacts 4. A. What would be the power (in watts) of the the racecar’s average velocity if it makes the – Bernoulli’s principle from the Collections of The Henry Ford car in Problem 3 if it takes 40 seconds to 34 laps in half an hour? – Downforce complete the lap? Lesson 5 Ground Effects, Innovations and Safety – Force Distance = in Automobile Racing # laps * 2.5 miles = 34 laps * 2.5 miles/lap = Acceleration = ∆ v / ∆ t = 58 meters/second/ – Ground effect – March 84C Race Car, 1984 85 miles 2 – Pressure 12.8 seconds = 4.53 meters/second (aerial view ID# THF69371) Velocity = d / t = 85 miles/ 0.5 hour = – Relative motion (side view ID# THF69368) 170 miles/hour B. How many horsepower would be used? – Roll bar – Willys Gasser, 1958 (front view ID# THF69394) – Safety features – Ford Thunderbird NASCAR Winston Cup Race 128,000 watts * 1 hp/ 746 watts = 172 hp Car Driven by Bill Elliott, 1987 2. What would be the acceleration of a 1950s Materials (aerial view ID# THF69260) drag racer if the car accelerates from 0 to – Henry Ford Driving the 999 Race Car Against 5. If the Daytona 500 was won in a time of – Computers with access to the Internet; digital pro- 130 mph (use 58 meters/second) in 12.8 Harkness at Grosse Pointe Racetrack, 1903 2 hours and 40 minutes, what would be jector and screen (preferred) OR printed handouts seconds? See digitized artifact Official Start ID# THF23024 the winner’s average speed? (Remember, of Background Information Sheet, Student Activity of First NHRA Drag Racing Meet, Great Sheet and digitized artifacts’ images and descriptions – Start of the Indianapolis 500 Race, 1937 there are 60 minutes in an hour.) ID# THF68313 Bend, Kansas, 1955 ID# THF34472. – Background Information Sheet for Students #5A: s = d / t = 500 miles/ 2.67 hour = Ground Effects, Innovations and Safety in – Lyn St. James Suited Up in Racecar, Giving Acceleration = ∆ v / ∆ t = 58 meters/second/ a “Thumbs-Up”, 2008 ID# THF58671 187.3 miles/hour Automobile Racing 2 12.8 seconds = 4.53 meters/second – Student Activity Sheet #5B: Ground Effects and Safety Innovations in Automobile Racing – Answer Key #5B: Ground Effects and Safety Innovations in Automobile Racing Continued…

56 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 57 Lesson 5 Ground Effects, Innovations and Safety in Automobile Racing Lesson 5 Ground Effects, Innovations and Safety in Automobile Racing

Instructional Sequence 3. Background Information for Teachers – March 84C Race Car, 1984 (aerial view – Henry Ford Driving the 999 Race Car Against ID# THF69371). This Texaco Star racecar illustrates the Harkness at Grosse Pointe Racetrack, 1903 Bernoulli’s principle is the overriding concept that makes airfoils that produce downforce for greater traction ID# THF23024. The picture of this early racecar 1. Engagement an airplane stay in the air or makes a race car stay on the in the corners. This picture shows a side view of the shows a rider on the side of the car. Needless to say, Ask the students what they know about wind resistance track. In an airplane wing, the surface on top of the wing racecar and its airfoil. Notice the shape of the airfoil, these early racecars were not built for safety. in cars. Ask them if they know how air moving over a is longer than the bottom surface due to differences in which has a longer surface on the bottom of the wing car can be used to help the car actually go faster. their curves. The faster-traveling air over the longer sur- – Start of the Indianapolis 500 Race, 1937 and a shorter surface on the top. The air traveling over face causes lower pressure on the top of the wing, while ID# THF68313. This start of the Indianapolis 500 both surfaces gets from front to back in the same time; 2. Exploring Ground Effects and Innovations the bottom of the wing is subject to comparatively higher shows many cars with open tops. therefore the air that travels over the longer underside in Automobile Racing pressure. This creates a force upward that moves from high – Lyn St. James Suited Up in Racecar, Giving a must travel faster than the air that travels over the top pressure to low pressure, and it is this force, caused by “Thumbs-Up”, 2008 ID# THF58671. Distribute Background Information Sheet for Students side. The faster-moving air causes a drop in pressure pressure difference, that keeps the airplane in flight. This illustration shows how the interiors of modern #5A: Ground Effects, Innovations and Safety in Automo- underneath the airfoil, and since a force is created Ask your students if they play baseball or softball and racecars are different those of older racecars. Identify bile Racing. If possible, access this online so that students toward a drop in pressure, a downforce is created. The know what causes a baseball or softball to curve in all the safety features shown in the picture. can view the digitized artifacts embedded and hyper- downforce will cause greater traction on the track and its trajectory. Actually, it’s the spin that the pitcher puts linked in the Background Information Sheet. (See the allow the car to go faster around the curves without on the ball that makes it curve. The side of the ball Background Information for Teachers section below for skidding off the track. In most races, these airfoils are Assessment spinning into wind has slower moving air flowing past it. additional information on Bernoulli’s Principle and the not allowed because they allow racecars to travel at The side of the ball spinning away from the direction of Assign Student Activity Worksheet #5B: Ground Effects digitized artifact images.) a higher speed than is considered safe on some race the throw has a faster moving air flowing past it, setting and Safety Innovations in Automobile Racing to assess Use the Background Information Sheet to review, tracks. up a drop in pressure from the side of the slower-moving students’ learning and understanding. read and discuss with students the question for analysis, – Willys Gasser, 1958 (front view ID# THF69394). air to the side of the faster-moving air. The drop in concepts and information about Ground Effects, The Willys “Gasser” is a drag-race car from the pressure causes a force in that direction and the ball Innovations and Safety in Automobile Racing. 1950s and 1960s that has a flat nose. The flat surface curves with the pressure. Encourage students to make their own observations, pushes back on the incoming air and decreases the ask questions and offer other examples from life that car’s ability to accelerate. To minimize this liability, the illustrate these concepts and principles. Continued… top of this car was actually chopped off and lowered to decrease the surface of the flat front.

– Ford Thunderbird NASCAR Winston Cup Race Car Driven by Bill Elliott, 1987 (aerial view ID# THF69260). The red #9 Ford Thunderbird NASCAR-style racecar illustrates a front end that slopes for better aerodynamics. The air can ride easily over the top of the car, allowing the Thunderbird to cut through the air resistance.

58 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 59 Lesson 5 Ground Effects, Innovations and Safety in Automobile Racing Lesson 5 Ground Effects, Innovations and Safety in Automobile Racing Background Information Sheet for Students 5A Background Information Sheet for Students 5A (page 1 of 3) (page 2 of 3)

Fig. 2 Airflow Racecar designs can manipulate the motion of air around the cars through aerodynamics. A ground effect results from an aerodynamic design on the underside of a ground effects, innovations and safety racecar, which creates a vacuum. One of the most interesting aspects of automobile in Automobile Racing racing involves Bernoulli’s principle. Fast-moving air causes a drop in air pressure and a force in the direction of the pressure drop. If you look at a wing of an airplane, Question for Analysis Air resistance Roll bar you will see the top of the wing has a longer surface A heavy metal tube or bar wrapped than does the bottom of the wing (see fig.1). The air has What are the technologies and in- The force created by the air over the driver in a racecar; the roll to travel faster over the longer, upper surface. The faster DOWNFORCE DOWNFORCE novations behind ground effects and when it pushes back against an bar prevents the roof from crushing moving air produces a drop in pressure, giving the bot- safety features in automobile racing? object’s motion. tom of the wing comparatively higher pressure, and there the driver during a rollover. The faster-moving air goes under the airfoil wing. The faster- will be a force created from the pressure difference. The Bernoulli’s principle moving air causes a drop in pressure. The drop in pressure Downforcescauses a downward force. Introduction Air moving faster over the longer Safety features resulting force will push or lift the wing upward. Of the many special innovations path on a wing will cause a decrease In an automobile, things that The fronts of race cars (and of passenger cars) are Fig. 1 and concepts developed over in pressure, resulting in a force in the make the car safer or that make Faster - moving air slanted downward, not to take advantage of Bernoulli’s automobile-racing history, most direction of the decrease in pressure. racing safer. principle, but simply to allow air to pass over the car involve science and physics principles without pushing on the front of the car. Notice the front that have been expanded and further Downforce of the red #9 Ford Thunderbird (Ford Thunderbird NAS- Oral History Interviews Force developed in engineering racecars. The aerodynamic force on a car CAR Winston Cup Race Car Driven by Bill Elliott, 1987 Watch the following oral history created upward Many of these innovations and that pushes it downward, resulting (aerial view) ID# THF69260).The front of the interviews to understand how concepts are used today in our in better traction. Thunderbird is slanted forward. The forward slant allows race car builders work toward passenger cars. two advantages. First, the air rides over the top of the Force innovating new ways to go faster. Slower - moving air car without pushing straight back against the car so that Any push or pull. Al Unser, Sr. also talks about the Airfoils there is less force opposing the car’s motion. Second, Concepts need for teamwork in order to Racecar engineers have used Bernoulli’s principle there is a downward force on the front of the race car accomplish any goal. Ground effects to make winglike objects called airfoils. The “wing” of allowing the tires to grip better and the car to corner Aerodynamics The effects from aerodynamic the airfoil is turned upside down, so that the longer faster. When the air hits the front of a race car that has a The way the shape of an object designs on the underside of a Racing Oral History Interviews surface is on the bottom. The airfoil is attached to either low front and then continues over the top of the car, affects the flow of air over, around racecar, which create a vacuum. the front or the back of the car to push down on it and the air actually pushes down on the front of the car to or under it. – Jim Dilamarter: gain better traction. Look at the airfoil on the Texaco give better traction (see fig. 3). Notice the low front on Pressure Getting Downforce and Star racecar [March 84C Race Car, 1984 (aerial view this Thunderbird; it causes the oncoming air to push Airfoil Force divided by area. Pushing Air ID# THF69371)]. The winglike airfoils are attached to down on the front of the car. A winglike device on a racecar – Al Unser, Sr: the nose of the car and the rear of the car. As the air that creates downforce as the air Relative motion The Need for Teamwork to passes over the airfoil, the pressure difference caused by flows over it. The comparison of the movement Successfully Innovate Ideas the air moving faster below the airfoil than above it of one object with the movement produces a downforce (see fig. 2). of another object.

60 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 61 Lesson 5 Ground Effects, Innovations and Safety in Automobile Racing Lesson 5 Ground Effects, Innovations and Safety in Automobile Racing Background Information Sheet for Students 5A Student Activity Sheet 5B | Page 1 (page 3 of 3)

Fig. 3 Fig. 4 DOWN-FORCE

Some of the air rides up over the car. ground effects, Name innovations and safety AIR Air strikes the in Automobile Racing front of the car. The force of some of the air is transferred downward, 1. Draw a sketch that illustrates Bernoulli’s principle by drawing an airfoil and forcing the car down for AIR MOVEMENT ATTACHMENT TO CAR HOOD better traction then sketching and labeling the air movement and the resulting forces as you imagine them.

Sometimes the airfoil itself is tilted so that the Notice how the air moves. The air strikes the front of airfoil transfers force directly downward to the car. When the airfoil, which is slanted down. The angle of the the air strikes the tilted airfoil, there are two forces pro- air against the foil causes a push, or force, downward. duced. Not only is Bernoulli’s principle in effect, but the The airfoil is attached to the hood and therefore forces tilt of the airfoil causes a transfer of the force downward. the car downward onto the track, allowing greater The angle of the airfoil can be adjusted for different traction for cornering (see fig. 4). racing conditions. If the track has more straight sections, There is a drawback to using the airfoil angled the foil is kept level with the track. If there is a lot of downward – it increases the force against the front of cornering, the foil is tilted to produce more downforce. the car and slows it down. This presents a trade-off: the Notice the airfoils on the 1984 March 84C-Cosworth car gains cornering ability but loses overall straightaway Indianapolis racecar [March 84C Race Car, 1984 speed. An airfoil angled downward would only be useful (aerial view ID# THF69371)]. on tracks with short straightaways and a higher percent- age of curves.

Safety Racecar designs are always being improved to allow the racecars to travel faster and more safely. The cars have roll bars to strengthen the roof during a rollover. The driver wears a 5-point seat belt that totally and securely straps him or her in. The driver wears fire- proof clothing and fireproof gloves. Many safety features that are designed for race cars are later adapted for passenger cars

62 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 63 Lesson 5 Ground Effects, Innovations and Safety in Automobile Racing Lesson 5 Ground Effects, Innovations and Safety in Automobile Racing Student Activity Sheet 5B | Page 2 Educator Answer Key 5B

2. Look at these pictures of early races: Henry

Ford Driving the 999 Race Car Against Hark- 5. ness at Grosse Pointe Racetrack, 1903 ID# THF23024 and Start of the Indianapolis 500 ground effects, Some safety issues in the older racecars: Race, 1937 ID# THF68313. Compare them 1. Notice the rider on the running board. Notice ev- with these images of more modern race cars: innovations and safety erything that might happen to him, such as falling 6. Lyn St. James Suited Up in Racecar, Giving in Automobile Racing off, bumping and getting hit by another car, etc. a “Thumbs-Up”, 2008 ID# THF58671 and 2. Notice that few of the drivers or riders are March 84C Race Car, 1984 (side view ID# 1. Draw a sketch that illustrates Bernoulli’s wearing a helmet. THF69368). principle by drawing an airfoil and then 3. Notice that there are no roll bars. Use these pictures and your studies to make 7. sketching and labeling the air movement 4. There is very little back on the seat to protect a list of 10 items below that includes safety and the resulting forces as you imagine them. the driver’s back. issues in the older racecars and safety See the explanation and figure on Background 5. There are no seat belts in the older cars. features of the more modern racecars. Activity Sheet #4A for a sample drawing that 6. There is no windshield, so objects can get illustrates Bernoulli’s principle. 8. in drivers’ eyes. 1. Some safety features of the more modern racecars: 2. Look at these pictures of early races: Henry 7. Notice the fire-resistant suit. Ford Driving the 999 Race Car Against Hark- 8. Notice the fire-resistant gloves. ness at Grosse Pointe Racetrack, 1903 ID# 9. THF23024 and Start of the Indianapolis 500 9. Notice the high back on the driver’s seat 2. to protect the driver’s back. Race, 1937 ID# THF68313. Compare them with these images of more modern race cars: 10. Notice all the cushioning in the car. Lyn St. James Suited Up in Racecar, Giving 11. Notice the 5-point safety belt.

10. a “Thumbs-Up”, 2008 ID# THF58671 and 12. Notice the strength in all the bars above the driv- 3. March 84C Race Car, 1984 (side view ID# er; these bars hold up the roof during a rollover. THF69368). 13. Notice the driver’s helmet.  Use these pictures and your studies to make 14. Notice the eye shield. a list of 10 items below that includes safety 15. Notice that the entire seat tends to wrap issues in the older racecars and safety 4. around the driver. features of the more modern racecars.

There are numerous possible answers; here are some of them:

64 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Unit Plan 65 supplemental resources | for grades 3-8

66 Science, Life Skills and Innovations in American Automobile Racing | Unit Plan thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit 67 Science, Life Skills and Innovations in American Automobile Racing Science, Life Skills and Innovations in American Automobile Racing Culminating Projects Extension Activities

These projects are designed as opportunities for students Wind Racer Car These extension activities provide additional opportunities Pit Crew Teamwork Activity to demonstrate their learning through this entire unit. Build cars out of any lightweight objects or materials for the eager learner curious about topics related to science Auto racing pit crew members must learn to work quick- Introduce the projects at the outset of the unit Science, available. Attach some sort of device to each car to act as and auto racing. ly as a team to refuel a race car, put on new tires and make Life Skills and Innovations in American Automobile Racing a sail. The dimensions of the car and attachment should other repairs. Encourage the teamwork skills needed in pit so that students can gather information along the way. not exceed 10 inches tall, 10 inches wide and 10 inches Sports and Safety crews by dividing the class into groups or crews of four or Choose the project option or options that best fit your long. Place a fan in the middle of a hall in your school, five. Give each crew the same number of LEGO bricks or Begin by asking the students to list the sports equipment class’s needs: aiming it straight down the hall. Mark off a starting line other blocks that are all the same size. The students must they use for an organized sport, such as football or soccer, in front of the fan and a finish line 10 feet farther away work together to build the tallest possible tower out of the and for individual sports, such as bicycling, skateboarding (or use a longer or shorter distance according to teacher blocks in 15, 20 or 30 seconds. Each crew member must Individual Project or snowboarding. Ask the students to discuss why both direction, if desired). Aim your car so that when the fan take a turn, stacking blocks in exactly the same order each Designing Paper Airplanes athletes and racecars driver need safety equipment. is turned on, your car will race down the hall for the time. No student may stack more than 2 blocks before all Design and build a paper airplane. After the airplanes predetermined distance. Time each car, one car at a time. other crew members have placed a block. Rotate so that are built, bend one part of the wing so that the airplane The winner will be the car that travels the distance from Innovations Paper each member gets a turn. Assess which crew cooperates will make the following maneuvers when it is thrown: starting line to finish line in the least amount of time. Ask the students to write a paper on the innovations in the best building by the highest tower in the least amount A Fly straight and far their family car. They should mention as many innovative of time. B Make a nose dive Biography of a Racer products that they can that are used both inside and outside the car. Have the students write or draw about what new C Make a rapid turn upward Write a paper about the life of a current or former Pit Crew Timing innovations they would design for a future automobile. D Follow a curve path to the left race driver. Address some of the following questions Auto racing pit crew members must learn to work in your biography: quickly to refuel a race car, put on new tires and E Follow a curved path to the right Design a Car make other repairs. This activity will simulate how You and your classmates will vote on the design that A What type of racing has the driver done? fast students can work. The challenge is the same as performs each of these maneuvers the best. B When did the driver begin racing? Have students design and build cars. The cars should be no longer than 10 inches. They can use old CDs or in the previous activity – to build the tallest possible C What influenced his or her decision to DVDs as wheels, and the rest of the car may be made tower out of the blocks in 15, 20 or 30 seconds – become a racecar driver? Online Individual Project of any reasonable material, such as LEGO® bricks, other but here each student should be given 10 identical ExhibitBuilder: Curate your Own Exhibition D What kinds of successes and disappointments construction sets or balsa wood. Test each car’s speed. blocks LEGO bricks or other building blocks), and has this driver encountered? students should compete individually to build their Create your own exhibitions through The Henry Ford Build a racing ramp from a 12-foot length of 10-inch- tower in the least amount of time. website, using digital artifacts and the ideas and informa- E Has the driver been involved in any particular wide board. Place one end of the board on the floor and tion that you’ve learned through this unit to design an innovative designs for his or her car? the other end of the board on a box or other item that is 12 to 24 inches tall. Use a marker to place a starting line exhibition to illustrate physics and engineering concepts. F What does the driver’s current car look like? Begin with the concept of innovation in auto racing at the top end of the board and a finish line near the end and in automobile design. You might extend the concept of the board. Time the cars going down the ramp over the Explore more about automobile racing innovations using to include innovations in other science and technology set distance. You might also build a second ramp and race OnInnovation.com. areas such as flight or electricity. Use The Henry Ford’s the cars side by side in a drag race. Transportation in American Life website to access ExhibitBuilder – or click here.

68 Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit 69 Science, Life Skills and Innovations in American Automobile Racing review/assessment questions Science, Life Skills and Innovations in American Automobile Racing review/assessment questions Student Activity Sheet 6 | Page 1 Student Activity Sheet 6 | Page 2

Name

4. Which of Newton’s three laws of motion is best 5. Use your knowledge from reading this unit represented by each action described below? on forces, motion and innovation to answer Science, Life Skills and Innovations 2. The Goldenrod Land Speed Racer once raced A In order to push a car forward, the man in this question: Why do drivers and their inAmerican Automobile Racing across the salt flats at 409 miles/hour. the pits pushes his feet against the track, engineers try to keep their racecars as At that rate, how long would it take the racer to and the track pushes back. lightweight as possible? review/assessment questions travel 100 miles?

1. A racecar is racing at the Indianapolis Motor Speedway. One lap at the speedway B A large heavy car is harder to push than covers 2.5 miles. a lighter car.

A How many laps would it take to complete the 500-mile race?

6. Make a sketch of a race track and show what 3. Remembering the history of racing discussed in C The driver suddenly hits the brakes of the part or parts of the track would need to be this unit, why do you think Henry Ford first built car in which you are riding; your seatbelt pre- banked the most. Why? a racecar and try to win a race with it? Do you vents your face from hitting the dashboard.

think his reason was similar or different from the reason many drivers offer today for wanting

or needing to win? B What would be the driver’s average speed D A racecar runs out of gas and coasts long if he or she takes 2 ¾ hours to complete enough to get back to the pit area to refuel. the race?

70 Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit 71 Science, Life Skills and Innovations in American Automobile Racing review/assessment questions Science, Life Skills and Innovations in American Automobile Racing review/assessment questions Student Activity Sheet 6 | Page 3 Educator Answer Key 6 | Page 1

6. (continued) 8. If you were designing a wing or airfoil to take advantage of Bernoulli’s principle, should the surface of the wing be longer over the Science, Life Skills and Innovations in top or longer over the bottom for each of American Automobile Racing the following cases?

A Flying an airplane review/assessment questions

1. A racecar is racing at the Indianapolis 2. The Goldenrod Land Speed Racer once 7. Why do racecar drivers position their cars Motor Speedway. One lap at the speedway raced across the salt flats at 409 miles/hour. closely packed together in a long line while covers 2.5 miles. At that rate, how long would it take the racer racing around the track? B Creating downforce from an oncoming wind A How many laps would it take to complete to travel 100 miles?

the 500-mile race? d = v * t

500 miles * 1 lap/ 2.5 miles = 200 laps t = d / v = 100 miles/ 409 miles/hour = .244 hour

B What would be the driver’s average speed 3. Remembering the history of racing discussed 9. A NASCAR race car might go through 2 to 3 if he or she takes 2 ¾ hours to complete in this unit, why do you think Henry Ford first sets of tires during a race. Use terms from the race? built a racecar and try to win a race with it? science and physics to explain why tires on Do you think his reason was similar or differ- d= v * t a NASCAR racer can wear out so fast. ent from the reason many drivers offer today v = d / t = 500 miles / 2.75 hours = 181.81 for wanting or needing to win? miles/hour Henry Ford wanted to get attention from sponsors so that they would invest money in his car company. Racecar drivers today constantly need to win or perform well to attract sponsors.

72 Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit thehenryford.org/education thehenryford.org/education Science, Life Skills and Innovations in American Automobile Racing | Educator DigiKit 73 Science, Life Skills and Innovations in American Automobile Racing review/assessment questions Science, Life Skills and Innovations in American Automobile Racing review/assessment questions Educator Answer Key 6 | Page 2 Educator Answer Key 6 | Page 3

4. Which of Newton’s three laws of motion is best 5. Use your knowledge from reading this unit on 8. If you were designing a wing or airfoil to take 9. A NASCAR race car might go through 2 to 3 represented by each action described below? forces, motion and innovation to answer this advantage of Bernoulli’s principle, should sets of tires during a race. Use terms from

A In order to push a car forward, the man in question: Why do drivers and their engineers the surface of the wing be longer over the science and physics to explain why tires on the pits pushes his feet against the track, try to keep their racecars as light as possible? top or longer over the bottom for each of a NASCAR racer can wear out so fast. the following cases? and the track pushes back. F = ma NASCAR racecars go around a lot of corners where A Flying an airplane the tires on the track need to provide a lot of force 3rd law: A force in one direction will be equal and A large mass means less acceleration but a to keep the cars on the track. Because the tires opposite to a force in the other direction lighter car (less mass) means more acceleration. An airplane wing needs to be longer on top, so the do slide some when going around the curves and faster moving air above the wing causes a force because the tires get hot due to friction, they wear 6. Make a sketch of a race track and show what upward to keep the airplane in the air. B A large heavy car is harder to push than out rapidly. part or parts of the track would need to be a lighter car. banked the most. Why? B Creating downforce from an oncoming wind 2nd law: force = mass times acceleration The track needs to be banked the most in the tight- A race driver wants downforce, so the est turns or corners. According to Newton’s first bottom surface of an airfoil would be longer in C The driver suddenly hits the brakes of law, cars tend to always continue in a straight line order to produce a drop in pressure on the car in which you are riding; your unless a force intervenes. If the track is curved, a its underside. seatbelt prevents your face from hitting force is necessary to turn the car around the curve the dashboard. and stay on the track. The force of the banked track helps the car turn instead of going straight. 1st law: an object in motion will continue in motion

7. Why do racecar drivers position their cars D A racecar runs out of gas and coasts long closely packed together in a long line while enough to get back to the pit area to refuel. racing around the track?

 1st law: an object in motion will continue in motion This configuration makes use of aerodynamic forces. The air goes over the top of the first car and then continues over all the cars in the row, making the cars in the back not have to fight the wind as much.

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